Jump to a detailed profile or search site with Google Custom Search


James E Williams Elementary School in Katy, 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 98
Address
 3900 S PEEK RD
Katy, TX 77450
Telephone
(281) 237-7200
(make sure to verify first before calling)
Website
http://www.katyisd.org/
City-data.com school rating
98
Students
689
Classroom Teachers (FTE)
48.9
Free lunch eligible students
32
Reduced-price lunch
eligible students
8
School district
KATY ISD
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
RODGER & ELLEN BECK J H (1.1 miles):

99
ROOSEVELT ALEXANDER EL (1.4 miles):

99
BECKENDORFF J H (1.6 miles):

99
GRIFFIN EL (1.4 miles):

98
James E Williams Elementary School:

98
CINCO RANCH H S (1.3 miles):

95
JOELLA EXLEY EL (1.0 miles):

94
CINCO RANCH J H (1.1 miles):

93
EDNA MAE FIELDER EL (1.4 miles):

37
James E Williams Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Katy:

74
James E Williams Elementary:

98

Students & Teachers


Total enrollment:
Enrollment in 2016: 689
Enrollment in 2015: 705
Enrollment in 2014: 723
Enrollment in 2013: 763
Enrollment in 2012: 794
Enrollment in 2011: 834
Enrollment in 2010: 914
Enrollment in 2009: 977
Enrollment in 2008: 961
Enrollment in 2007: 958
Enrollment in 2006: 989
Enrollment in 2005: 985
Enrollment in 2004: 1,043
Enrollment in 2003: 1,107
Enrollment in 2002: 862
Enrollment in 2001: 717

James E Williams Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students49410898138121126689
Female students1574749726352341
Male students3376149665874348
American Indian/Alaska Native students - - 1 - - 1 - 2
Asian students - 171813252316112
Hispanic students - 131321271723114
Black students124353321
White students3606959787780426
Hawaiian Native/Pacific Islander students - - - 12 - - 3
Two or More Races students - 2311 - 411

Enrollment by grade:
Pre-Kindergarten enrollment: 4
Kindergarten enrollment: 94
1st grade enrollment: 108
2nd grade enrollment: 98
3rd grade enrollment: 138
4th grade enrollment: 121
5th grade enrollment: 126

James E Williams Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 341 (49.5%)
Here:

49.5%
Texas:

49.0%
Male enrollment: 348 (50.5%)
Here:

50.5%
State:

50.1%

James E Williams Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 2 (0.3%)
School:

0.3%
State:

0.4%
Asian enrollment: 112 (16.3%)
James E Williams Elementary School:

16.3%
State:

3.1%
Hispanic enrollment: 114 (16.5%)
School:

16.5%
Texas:

46.9%
Black enrollment: 21 (3.0%)
School:

3.0%
State:

11.6%
White enrollment: 426 (61.8%)
James E Williams Elementary School:

61.8%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 3 (0.4%)
School:

0.4%
Texas:

0.1%
Two or More Races enrollment: 11 (1.6%)
James E Williams Elementary School:

1.6%
Texas:

2.1%

James E Williams Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 40 (5.8%)
Here:

5.8%
Texas:

61.6%
Free lunch eligible students: 32 (4.6%)
Here:

4.6%
Texas:

55.4%
Reduced-price lunch eligible students: 8 (1.2%)
James E Williams Elementary School:

1.2%
Texas:

6.2%

James E Williams Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 48.9

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 17
Number of FTE nurses: 1
Number of FTE psychologists: 0.4

Student/Teacher Ratio
School:

14.1
State:

15.6

James E Williams Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,351,272
  • Full-time Equivalency Count of Teachers: 50.5 (Salary Expenditures: $2,796,878)
  • Full-time Equivalency Count of Instructional Aides: 10 (Salary Expenditures: $60,697)
  • Full-time Equivalency Count of Support Services Staff: 3.2 (Salary Expenditures: $229,462)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $264,235)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $602,216
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,352,857
  • Salary Expenditures for Teachers: $2,797,593
  • Full-time Equivalency Count of Instructional Aides: 11 (Salary Expenditures: $60,697)
  • Full-time Equivalency Count of Support Services Staff: 3.2 (Salary Expenditures: $230,332)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $264,235)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $610,533

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic28
  • Asian46
  • Black2
  • White25
  • IDEA7
Students Enrolled in LEP Programs: 101 (male: 53, female: 48)
  • Hispanic: 28 (male: 14, female: 14)
  • Asian: 46 (male: 23, female: 23)
  • Black: 2 (all male)
  • White: 25 (male: 14, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, 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

  • Hispanic17
  • Asian4
  • Black4
  • White29
  • LEP4
Students with disabilities served under IDEA: 54 (male: 43, female: 11)
  • Hispanic: 17 (male: 13, female: 4)
  • Asian: 4 (all male)
  • Black: 4 (all male)
  • White: 29 (male: 22, female: 7)
  • Limited English Proficiency (LEP): 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic4
  • Asian2
  • Black2
  • White25
  • LEP4
Students with disabilities served under Section 504: 33 (male: 21, female: 12)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • Black: 2 (all male)
  • White: 25 (male: 17, female: 8)
  • 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: 4 (all male)
  • Black: 2
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of Kindergarten students retained
School:

4.3%
Texas:

5.2%

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

  • Hispanic7
  • American Indian2
  • Asian25
  • White37
  • Multirace4
  • LEP4
Gifted and Talented Student Enrollment: 75 (male: 28, female: 47)
  • Hispanic: 7 (male: 2, female: 5)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 25 (male: 8, female: 17)
  • White: 37 (male: 14, female: 23)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Gifted and Talented Student Enrollment per 1,000 students
James E Williams Elementary School:

108.9
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)

  • All1,552
  • Males1,572
  • Females1,524
  • Hispanic1,485
  • Asian1,670
  • Black1,395
  • White1,542
Math Average Scale Score:

1,552
State:

1,453
Math students tested: 111
Math # Answer Documents Submitted: 111

Math Avg Items Correct:
  • Reporting Category 1: 6.6 (83%)
  • Reporting Category 2: 10.2 (79%)
  • Reporting Category 3: 5.1 (72%)
  • Reporting Category 4: 3.2 (80%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 19%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 39%

6%
19%
36%
39%
Males: (Average Scale Score: 1,572, Tested: 64, Did Not Meet Grade Level Performance: 6%, Approaches: 14%, Meets: 33%, Masters: 47%)
6%
14%
33%
47%
Females: (Average Scale Score: 1,524, Tested: 47, Did Not Meet Grade Level Performance: 6%, Approaches: 26%, Meets: 40%, Masters: 28%)
6%
26%
40%
28%
Hispanic: (Average Scale Score: 1,485, Tested: 15, Did Not Meet Grade Level Performance: 13%, Approaches: 14%, Meets: 66%, Masters: 7%)
13%
14%
66%
7%
Asian: (Average Scale Score: 1,670, Tested: 19, Did Not Meet Grade Level Performance: 0%, Approaches: 11%, Meets: 21%, Masters: 68%)
11%
21%
68%
Black: (Average Scale Score: 1,395, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 40%, Meets: 0%, Masters: 20%)
40%
40%
20%
White: (Average Scale Score: 1,542, Tested: 68, Did Not Meet Grade Level Performance: 4%, Approaches: 22%, Meets: 36%, Masters: 38%)
4%
22%
36%
38%

    Reading Average Scale Score
    (3rd Grade)

  • All1,541
  • Males1,541
  • Females1,541
  • Hispanic1,507
  • Asian1,551
  • Black1,510
  • White1,548
Reading Average Scale Score:

1,541
Texas:

1,423
Reading students tested: 111
Reading # Answer Documents Submitted: 111

Reading Avg Items Correct:
  • Reporting Category 1: 4.6 (92%)
  • Reporting Category 2: 11.7 (78%)
  • Reporting Category 3: 11.4 (81%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 51%

3%
21%
25%
51%
Males: (Average Scale Score: 1,541, Tested: 64, Did Not Meet Grade Level Performance: 5%, Approaches: 18%, Meets: 25%, Masters: 52%)
5%
18%
25%
52%
Females: (Average Scale Score: 1,541, Tested: 47, Did Not Meet Grade Level Performance: 0%, Approaches: 26%, Meets: 23%, Masters: 51%)
26%
23%
51%
Hispanic: (Average Scale Score: 1,507, Tested: 15, Did Not Meet Grade Level Performance: 7%, Approaches: 13%, Meets: 47%, Masters: 33%)
7%
13%
47%
33%
Asian: (Average Scale Score: 1,551, Tested: 19, Did Not Meet Grade Level Performance: 5%, Approaches: 21%, Meets: 16%, Masters: 58%)
5%
21%
16%
58%
Black: (Average Scale Score: 1,510, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 60%, Meets: 0%, Masters: 40%)
60%
40%
White: (Average Scale Score: 1,548, Tested: 68, Did Not Meet Grade Level Performance: 1%, Approaches: 20%, Meets: 23%, Masters: 56%)
1%
20%
23%
56%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,644
  • Males1,672
  • Females1,619
  • Hispanic1,572
  • Asian1,736
  • Black1,498
  • White1,653
Math Average Scale Score:

1,644
State:

1,546
Math students tested: 114
Math # Answer Documents Submitted: 114

Math Avg Items Correct:
  • Reporting Category 1: 7 (78%)
  • Reporting Category 2: 8.6 (78%)
  • Reporting Category 3: 7.5 (75%)
  • Reporting Category 4: 3.1 (78%)

Did Not Meet Grade Level Performance: 10%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 52%

10%
21%
17%
52%
Males: (Average Scale Score: 1,672, Tested: 55, Did Not Meet Grade Level Performance: 11%, Approaches: 14%, Meets: 15%, Masters: 60%)
11%
14%
15%
60%
Females: (Average Scale Score: 1,619, Tested: 59, Did Not Meet Grade Level Performance: 8%, Approaches: 28%, Meets: 20%, Masters: 44%)
8%
28%
20%
44%
Hispanic: (Average Scale Score: 1,572, Tested: 24, Did Not Meet Grade Level Performance: 21%, Approaches: 33%, Meets: 13%, Masters: 33%)
21%
33%
13%
33%
Asian: (Average Scale Score: 1,736, Tested: 19, Did Not Meet Grade Level Performance: 0%, Approaches: 5%, Meets: 27%, Masters: 68%)
5%
27%
68%
Black: (Average Scale Score: 1,498, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 72%, Meets: 0%, Masters: 14%)
14%
72%
14%
White: (Average Scale Score: 1,653, Tested: 61, Did Not Meet Grade Level Performance: 8%, Approaches: 17%, Meets: 19%, Masters: 56%)
8%
17%
19%
56%

    Reading Average Scale Score
    (4th Grade)

  • All1,602
  • Males1,615
  • Females1,590
  • Hispanic1,540
  • Asian1,656
  • Black1,472
  • White1,619
Reading Average Scale Score:

1,602
State:

1,496
Reading students tested: 114
Reading # Answer Documents Submitted: 114

Reading Avg Items Correct:
  • Reporting Category 1: 6.5 (81%)
  • Reporting Category 2: 11.5 (77%)
  • Reporting Category 3: 10 (77%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 17%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 49%

13%
17%
21%
49%
Males: (Average Scale Score: 1,615, Tested: 55, Did Not Meet Grade Level Performance: 16%, Approaches: 13%, Meets: 20%, Masters: 51%)
16%
13%
20%
51%
Females: (Average Scale Score: 1,590, Tested: 59, Did Not Meet Grade Level Performance: 10%, Approaches: 21%, Meets: 22%, Masters: 47%)
10%
21%
22%
47%
Hispanic: (Average Scale Score: 1,540, Tested: 24, Did Not Meet Grade Level Performance: 25%, Approaches: 25%, Meets: 21%, Masters: 29%)
25%
25%
21%
29%
Asian: (Average Scale Score: 1,656, Tested: 19, Did Not Meet Grade Level Performance: 5%, Approaches: 0%, Meets: 37%, Masters: 58%)
5%
37%
58%
Black: (Average Scale Score: 1,472, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 14%, Meets: 43%, Masters: 0%)
43%
14%
43%
White: (Average Scale Score: 1,619, Tested: 61, Did Not Meet Grade Level Performance: 8%, Approaches: 20%, Meets: 15%, Masters: 57%)
8%
20%
15%
57%

    Writing Average Scale Score
    (4th Grade)

  • All4,096
  • Males4,061
  • Females4,129
  • Hispanic3,748
  • Asian4,412
  • Black3,663
  • White4,173
Writing Average Scale Score:

4,096
State:

3,570
Writing students tested: 114
Writing # Answer Documents Submitted: 114

Writing Avg Items Correct:
  • Reporting Category 1: 4.5 (56%)
  • Reporting Category 2: 5.4 (68%)
  • Reporting Category 3: 12.4 (77%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 13%
Meets Grade Level Performance: 39%
Masters Grade Level Performance: 24%

24%
13%
39%
24%
Males: (Average Scale Score: 4,061, Tested: 55, Did Not Meet Grade Level Performance: 24%, Approaches: 12%, Meets: 44%, Masters: 20%)
24%
12%
44%
20%
Females: (Average Scale Score: 4,129, Tested: 59, Did Not Meet Grade Level Performance: 24%, Approaches: 13%, Meets: 36%, Masters: 27%)
24%
13%
36%
27%
Hispanic: (Average Scale Score: 3,748, Tested: 24, Did Not Meet Grade Level Performance: 50%, Approaches: 17%, Meets: 20%, Masters: 13%)
50%
17%
20%
13%
Asian: (Average Scale Score: 4,412, Tested: 19, Did Not Meet Grade Level Performance: 5%, Approaches: 6%, Meets: 47%, Masters: 42%)
5%
6%
47%
42%
Black: (Average Scale Score: 3,663, Tested: 7, Did Not Meet Grade Level Performance: 57%, Approaches: 14%, Meets: 29%, Masters: 0%)
57%
14%
29%
White: (Average Scale Score: 4,173, Tested: 61, Did Not Meet Grade Level Performance: 16%, Approaches: 15%, Meets: 44%, Masters: 25%)
16%
15%
44%
25%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,743
  • Males1,731
  • Females1,753
  • Hispanic1,738
  • Asian1,825
  • White1,721
Math Average Scale Score:

1,743
Texas:

1,603
Math students tested: 140
Math # Answer Documents Submitted: 140

Math Avg Items Correct:
  • Reporting Category 1: 4.6 (77%)
  • Reporting Category 2: 14 (82%)
  • Reporting Category 3: 7.7 (85%)
  • Reporting Category 4: 3.4 (86%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 11%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 63%

3%
11%
23%
63%
Males: (Average Scale Score: 1,731, Tested: 63, Did Not Meet Grade Level Performance: 6%, Approaches: 8%, Meets: 23%, Masters: 63%)
6%
8%
23%
63%
Females: (Average Scale Score: 1,753, Tested: 77, Did Not Meet Grade Level Performance: 0%, Approaches: 13%, Meets: 25%, Masters: 62%)
13%
25%
62%
Hispanic: (Average Scale Score: 1,738, Tested: 27, Did Not Meet Grade Level Performance: 0%, Approaches: 19%, Meets: 25%, Masters: 56%)
19%
25%
56%
Asian: (Average Scale Score: 1,825, Tested: 28, Did Not Meet Grade Level Performance: 0%, Approaches: 4%, Meets: 3%, Masters: 93%)
4%
3%
93%
White: (Average Scale Score: 1,721, Tested: 81, Did Not Meet Grade Level Performance: 5%, Approaches: 9%, Meets: 29%, Masters: 57%)
5%
9%
29%
57%

    Reading Average Scale Score
    (5th Grade)

  • All1,704
  • Males1,675
  • Females1,727
  • Hispanic1,670
  • Asian1,769
  • White1,694
Reading Average Scale Score:

1,704
Texas:

1,546
Reading students tested: 140
Reading # Answer Documents Submitted: 140

Reading Avg Items Correct:
  • Reporting Category 1: 6.9 (86%)
  • Reporting Category 2: 14 (87%)
  • Reporting Category 3: 11.8 (84%)

Did Not Meet Grade Level Performance: 2%
Approaches Grade Level Performance: 9%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 63%

2%
9%
26%
63%
Males: (Average Scale Score: 1,675, Tested: 63, Did Not Meet Grade Level Performance: 5%, Approaches: 11%, Meets: 28%, Masters: 56%)
5%
11%
28%
56%
Females: (Average Scale Score: 1,727, Tested: 77, Did Not Meet Grade Level Performance: 0%, Approaches: 6%, Meets: 25%, Masters: 69%)
6%
25%
69%
Hispanic: (Average Scale Score: 1,670, Tested: 27, Did Not Meet Grade Level Performance: 0%, Approaches: 11%, Meets: 33%, Masters: 56%)
11%
33%
56%
Asian: (Average Scale Score: 1,769, Tested: 28, Did Not Meet Grade Level Performance: 0%, Approaches: 4%, Meets: 14%, Masters: 82%)
4%
14%
82%
White: (Average Scale Score: 1,694, Tested: 81, Did Not Meet Grade Level Performance: 4%, Approaches: 10%, Meets: 27%, Masters: 59%)
4%
10%
27%
59%

    Science Average Scale Score
    (5th Grade)

  • All4,321
  • Males4,352
  • Females4,296
  • Hispanic4,161
  • Asian4,607
  • White4,272
Science Average Scale Score:

4,321
Texas:

3,771
Science students tested: 140
Science # Answer Documents Submitted: 140

Science Avg Items Correct:
  • Reporting Category 1: 5.2 (86%)
  • Reporting Category 2: 6.7 (84%)
  • Reporting Category 3: 8.2 (82%)
  • Reporting Category 4: 10.1 (84%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 46%

3%
21%
30%
46%
Males: (Average Scale Score: 4,352, Tested: 63, Did Not Meet Grade Level Performance: 3%, Approaches: 22%, Meets: 27%, Masters: 48%)
3%
22%
27%
48%
Females: (Average Scale Score: 4,296, Tested: 77, Did Not Meet Grade Level Performance: 3%, Approaches: 20%, Meets: 32%, Masters: 45%)
3%
20%
32%
45%
Hispanic: (Average Scale Score: 4,161, Tested: 27, Did Not Meet Grade Level Performance: 4%, Approaches: 37%, Meets: 26%, Masters: 33%)
4%
37%
26%
33%
Asian: (Average Scale Score: 4,607, Tested: 28, Did Not Meet Grade Level Performance: 0%, Approaches: 7%, Meets: 25%, Masters: 68%)
7%
25%
68%
White: (Average Scale Score: 4,272, Tested: 81, Did Not Meet Grade Level Performance: 4%, Approaches: 21%, Meets: 32%, Masters: 43%)
4%
21%
32%
43%

Health & Safety


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

  • Hispanic4
  • Asian4
  • Black2
  • White13
  • LEP2
  • IDEA8
Chronic Student Absenteeism: 23 (male: 17, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 13 (male: 11, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 8 (all male)
Chronic Student Absenteeism per 1,000 students
School:

33.4
Texas:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
  • White: 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
James E Williams Elementary School:

2.9
State:

6.8

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

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

1.5
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 1

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

1.5
Texas:

27.5

    Students with disabilities receiving one or more in-school suspension

  • Hispanic2
  • Asian2
  • White2
  • LEP2
Students with disabilities receiving one or more in-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Asian: 2 (all male)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2

Comments

Review, comment, or add new information about this topic:

Discuss Katy, Texas (TX) on our hugely popular Texas forum.

  1. All Cities
  2. Texas
  3. Katy main city page
  4. Schools in Texas
  5. James E Williams Elementary School


City-data.com does not guarantee the accuracy or timeliness of any information on this site.  Use at your own risk.
Some parts © 2024 Advameg, Inc.

Table of Contents