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Klentzman Int School in Houston, TX
(05-06 • 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 11
Address
 11100 STANCLIFF
Houston, TX 77099
Telephone
(281) 983-8477
(make sure to verify first before calling)
Website
http://www.aliefisd.net
City-data.com school rating
11
Students
1,041
Classroom Teachers (FTE)
70.8
Free lunch eligible students
886
Reduced-price lunch
eligible students
55
School district
ALIEF 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:
KIPP SHINE PREP (0.8 miles):

87
STEP CHARTER EL (0.4 miles):

78
KIPP HOUSTON H S (0.7 miles):

64
KIPP ACADEMY MIDDLE (0.7 miles):

55
SMITH EL (0.2 miles):

27
OLLE MIDDLE (1.0 miles):

27
BOONE EL (1.0 miles):

25
CUMMINGS EL (0.6 miles):

20
Klentzman Int School:

11
Klentzman Int School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Houston:

47
Klentzman Int School:

11

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,041
Enrollment in 2015: 1,042
Enrollment in 2014: 966
Enrollment in 2013: 945
Enrollment in 2012: 995
Enrollment in 2011: 1,046
Enrollment in 2010: 984
Enrollment in 2009: 982
Enrollment in 2008: 1,044
Enrollment in 2007: 1,055
Enrollment in 2006: 1,051
Enrollment in 2005: 1,080
Enrollment in 2004: 1,094
Enrollment in 2003: 1,107
Enrollment in 2002: 1,119
Enrollment in 2001: 1,040
Enrollment in 2000: 1,033
Enrollment in 1999: 1,140

Klentzman Int School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG05G06Total
All students5534881,041
Female students259243502
Male students294245539
American Indian/Alaska Native students527
Asian students262349
Hispanic students360325685
Black students124120244
White students351449
Hawaiian Native/Pacific Islander students - 22
Two or More Races students325

Enrollment by grade:
5th grade enrollment: 553
6th grade enrollment: 488

Klentzman Int School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 502 (48.2%)
Klentzman Int School:

48.2%
State:

49.0%
Male enrollment: 539 (51.8%)
School:

51.8%
State:

50.1%

Klentzman Int School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 7 (0.7%)
School:

0.7%
State:

0.4%
Asian enrollment: 49 (4.7%)
Klentzman Int School:

4.7%
State:

3.1%
Hispanic enrollment: 685 (65.8%)
Here:

65.8%
State:

46.9%
Black enrollment: 244 (23.4%)
Here:

23.4%
Texas:

11.6%
White enrollment: 49 (4.7%)
Klentzman Int School:

4.7%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.2%)
School:

0.2%
Texas:

0.1%
Two or More Races enrollment: 5 (0.5%)
Klentzman Int School:

0.5%
State:

2.1%

Klentzman Int School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 941 (90.4%)
Here:

90.4%
Texas:

61.6%
Free lunch eligible students: 886 (85.1%)
Here:

85.1%
State:

55.4%
Reduced-price lunch eligible students: 55 (5.3%)
School:

5.3%
Texas:

6.2%

Klentzman Int School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 70.8

Number of FTE teachers in their first year of teaching: 4.9
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: 24
Number of FTE nurses: 1
Number of FTE psychologists: 0.3

Student/Teacher Ratio
Here:

14.7
State:

15.6

Klentzman Int School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,249,867
  • Full-time Equivalency Count of Teachers: 57 (Salary Expenditures: $3,475,494)
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $95,807)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $209,385)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $239,831)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $407,685
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,931,965
  • Salary Expenditures for Teachers: $3,386,942
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $95,807)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $209,385)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $239,831)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $520,685

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic475
  • American Indian4
  • Asian28
  • Black4
  • White19
  • IDEA31
Students Enrolled in LEP Programs: 530 (male: 283, female: 247)
  • Hispanic: 475 (male: 254, female: 221)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 28 (male: 17, female: 11)
  • Black: 4 (male: 2, female: 2)
  • White: 19 (male: 8, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 26, 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: 73 (male: 50, female: 23)
  • Hispanic: 47 (male: 34, female: 13)
  • Black: 26 (male: 16, female: 10)
  • Limited English Proficiency (LEP): 29 (male: 25, female: 4)

    Students with disabilities served under Section 504

  • Hispanic13
  • American Indian2
  • Asian2
  • Black13
  • White2
  • LEP10
Students with disabilities served under Section 504: 32 (male: 21, female: 11)
  • Hispanic: 13 (male: 8, female: 5)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all female)
  • Black: 13 (male: 11, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)

Retention:
Show data for

(State average from 1,975 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 5th grade

  • Hispanic10
  • Black4
  • IDEA2
  • 5042
Total number of students retained in 5th grade: 14 (male: 10, female: 4)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
  • Section 504: 2 (all male)

Percent of 5th grade students retained
Here:

2.5%
State:

4.3%
Total number of students retained in 6th grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)

Percent of 6th grade students retained
Klentzman Int School:

0.8%
State:

6.3%

Gifted and Talented:
Show data for

(State average from 7,254 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic31
  • Asian2
  • Black13
  • White5
  • LEP10
Gifted and Talented Student Enrollment: 51 (male: 24, female: 27)
  • Hispanic: 31 (male: 14, female: 17)
  • Asian: 2 (all female)
  • Black: 13 (male: 5, female: 8)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)

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

49.0
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,265 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.
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,512
  • Males1,509
  • Females1,515
  • Hispanic1,508
  • Asian1,578
  • Black1,515
  • White1,511
Math Average Scale Score:

1,512
Texas:

1,603
Math students tested: 523
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 525

Math Avg Items Correct:
  • Reporting Category 1: 2.8 (46%)
  • Reporting Category 2: 8.6 (50%)
  • Reporting Category 3: 4.5 (50%)
  • Reporting Category 4: 1.7 (42%)

Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 7%

50%
30%
13%
7%
Males: (Average Scale Score: 1,509, Tested: 262, Did Not Meet Grade Level Performance: 51%, Approaches: 31%, Meets: 12%, Masters: 6%)
51%
31%
12%
6%
Females: (Average Scale Score: 1,515, Tested: 261, Did Not Meet Grade Level Performance: 48%, Approaches: 31%, Meets: 14%, Masters: 7%)
48%
31%
14%
7%
Hispanic: (Average Scale Score: 1,508, Tested: 361, Did Not Meet Grade Level Performance: 50%, Approaches: 32%, Meets: 12%, Masters: 6%)
50%
32%
12%
6%
Asian: (Average Scale Score: 1,578, Tested: 20, Did Not Meet Grade Level Performance: 35%, Approaches: 30%, Meets: 10%, Masters: 25%)
35%
30%
10%
25%
Black: (Average Scale Score: 1,515, Tested: 112, Did Not Meet Grade Level Performance: 48%, Approaches: 30%, Meets: 18%, Masters: 4%)
48%
30%
18%
4%
White: (Average Scale Score: 1,511, Tested: 27, Did Not Meet Grade Level Performance: 52%, Approaches: 29%, Meets: 15%, Masters: 4%)
52%
29%
15%
4%

    Reading Average Scale Score
    (5th Grade)

  • All1,483
  • Males1,474
  • Females1,492
  • Hispanic1,474
  • Asian1,519
  • Black1,508
  • White1,476
Reading Average Scale Score:

1,483
Texas:

1,546
Reading students tested: 507
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 509

Reading Avg Items Correct:
  • Reporting Category 1: 4.5 (57%)
  • Reporting Category 2: 9 (56%)
  • Reporting Category 3: 7.4 (53%)

Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 8%

50%
26%
16%
8%
Males: (Average Scale Score: 1,474, Tested: 259, Did Not Meet Grade Level Performance: 52%, Approaches: 26%, Meets: 15%, Masters: 7%)
52%
26%
15%
7%
Females: (Average Scale Score: 1,492, Tested: 248, Did Not Meet Grade Level Performance: 48%, Approaches: 25%, Meets: 17%, Masters: 10%)
48%
25%
17%
10%
Hispanic: (Average Scale Score: 1,474, Tested: 346, Did Not Meet Grade Level Performance: 52%, Approaches: 27%, Meets: 14%, Masters: 7%)
52%
27%
14%
7%
Asian: (Average Scale Score: 1,519, Tested: 20, Did Not Meet Grade Level Performance: 45%, Approaches: 10%, Meets: 25%, Masters: 20%)
45%
10%
25%
20%
Black: (Average Scale Score: 1,508, Tested: 112, Did Not Meet Grade Level Performance: 43%, Approaches: 26%, Meets: 20%, Masters: 11%)
43%
26%
20%
11%
White: (Average Scale Score: 1,476, Tested: 26, Did Not Meet Grade Level Performance: 54%, Approaches: 19%, Meets: 15%, Masters: 12%)
54%
19%
15%
12%

    Science Average Scale Score
    (5th Grade)

  • All3,462
  • Males3,491
  • Females3,432
  • Hispanic3,450
  • Asian3,636
  • Black3,469
  • White3,552
Science Average Scale Score:

3,462
State:

3,771
Science students tested: 526
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 527

Science Avg Items Correct:
  • Reporting Category 1: 3.2 (54%)
  • Reporting Category 2: 4.5 (56%)
  • Reporting Category 3: 5.3 (53%)
  • Reporting Category 4: 6.5 (54%)

Did Not Meet Grade Level Performance: 55%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 3%

55%
32%
10%
3%
Males: (Average Scale Score: 3,491, Tested: 265, Did Not Meet Grade Level Performance: 52%, Approaches: 33%, Meets: 11%, Masters: 4%)
52%
33%
11%
4%
Females: (Average Scale Score: 3,432, Tested: 261, Did Not Meet Grade Level Performance: 58%, Approaches: 32%, Meets: 8%, Masters: 2%)
58%
32%
8%
2%
Hispanic: (Average Scale Score: 3,450, Tested: 361, Did Not Meet Grade Level Performance: 54%, Approaches: 36%, Meets: 8%, Masters: 2%)
54%
36%
8%
2%
Asian: (Average Scale Score: 3,636, Tested: 19, Did Not Meet Grade Level Performance: 58%, Approaches: 5%, Meets: 21%, Masters: 16%)
58%
5%
21%
16%
Black: (Average Scale Score: 3,469, Tested: 115, Did Not Meet Grade Level Performance: 57%, Approaches: 28%, Meets: 15%, Masters: 0%)
57%
28%
15%
White: (Average Scale Score: 3,552, Tested: 27, Did Not Meet Grade Level Performance: 56%, Approaches: 22%, Meets: 7%, Masters: 15%)
56%
22%
7%
15%
5th Grade (Spanish)

    Reading Average Scale Score
    (5th Grade (Spanish))

  • All1,482
  • Females1,499
  • Hispanic1,488
Reading Average Scale Score:

1,482
Texas:

683
Reading students tested: 17
Reading # Answer Documents Submitted: 17

Reading Avg Items Correct:
  • Reporting Category 1: 3.8 (47%)
  • Reporting Category 2: 9.3 (58%)
  • Reporting Category 3: 6.6 (47%)

Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 6%

47%
29%
18%
6%
Females: (Average Scale Score: 1,499, Tested: 13, Did Not Meet Grade Level Performance: 38%, Approaches: 31%, Meets: 23%, Masters: 8%)
38%
31%
23%
8%
Hispanic: (Average Scale Score: 1,488, Tested: 16, Did Not Meet Grade Level Performance: 44%, Approaches: 31%, Meets: 19%, Masters: 6%)
44%
31%
19%
6%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,584
  • Males1,586
  • Females1,582
  • Hispanic1,575
  • Asian1,735
  • Black1,590
  • White1,593
Math Average Scale Score:

1,584
Texas:

1,546
Math students tested: 508
Math # Answer Documents Submitted: 508

Math Avg Items Correct:
  • Reporting Category 1: 4.8 (48%)
  • Reporting Category 2: 7 (47%)
  • Reporting Category 3: 2.5 (41%)
  • Reporting Category 4: 2.9 (42%)

Did Not Meet Grade Level Performance: 43%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 9%

43%
30%
18%
9%
Males: (Average Scale Score: 1,586, Tested: 263, Did Not Meet Grade Level Performance: 42%, Approaches: 29%, Meets: 19%, Masters: 10%)
42%
29%
19%
10%
Females: (Average Scale Score: 1,582, Tested: 245, Did Not Meet Grade Level Performance: 44%, Approaches: 32%, Meets: 15%, Masters: 9%)
44%
32%
15%
9%
Hispanic: (Average Scale Score: 1,575, Tested: 333, Did Not Meet Grade Level Performance: 46%, Approaches: 30%, Meets: 16%, Masters: 8%)
46%
30%
16%
8%
Asian: (Average Scale Score: 1,735, Tested: 17, Did Not Meet Grade Level Performance: 12%, Approaches: 12%, Meets: 35%, Masters: 41%)
12%
12%
35%
41%
Black: (Average Scale Score: 1,590, Tested: 123, Did Not Meet Grade Level Performance: 37%, Approaches: 35%, Meets: 18%, Masters: 10%)
37%
35%
18%
10%
White: (Average Scale Score: 1,593, Tested: 27, Did Not Meet Grade Level Performance: 44%, Approaches: 34%, Meets: 15%, Masters: 7%)
44%
34%
15%
7%

    Reading Average Scale Score
    (6th Grade)

  • All1,512
  • Males1,498
  • Females1,528
  • Hispanic1,503
  • Asian1,585
  • Black1,529
  • White1,514
Reading Average Scale Score:

1,512
Texas:

1,457
Reading students tested: 508
Reading # Answer Documents Submitted: 508

Reading Avg Items Correct:
  • Reporting Category 1: 4.3 (53%)
  • Reporting Category 2: 10 (59%)
  • Reporting Category 3: 7.6 (51%)

Did Not Meet Grade Level Performance: 51%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 7%

51%
29%
13%
7%
Males: (Average Scale Score: 1,498, Tested: 263, Did Not Meet Grade Level Performance: 56%, Approaches: 27%, Meets: 10%, Masters: 7%)
56%
27%
10%
7%
Females: (Average Scale Score: 1,528, Tested: 245, Did Not Meet Grade Level Performance: 46%, Approaches: 31%, Meets: 16%, Masters: 7%)
46%
31%
16%
7%
Hispanic: (Average Scale Score: 1,503, Tested: 333, Did Not Meet Grade Level Performance: 55%, Approaches: 28%, Meets: 10%, Masters: 7%)
55%
28%
10%
7%
Asian: (Average Scale Score: 1,585, Tested: 17, Did Not Meet Grade Level Performance: 29%, Approaches: 36%, Meets: 23%, Masters: 12%)
29%
36%
23%
12%
Black: (Average Scale Score: 1,529, Tested: 123, Did Not Meet Grade Level Performance: 44%, Approaches: 28%, Meets: 20%, Masters: 8%)
44%
28%
20%
8%
White: (Average Scale Score: 1,514, Tested: 27, Did Not Meet Grade Level Performance: 48%, Approaches: 26%, Meets: 19%, Masters: 7%)
48%
26%
19%
7%

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

Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)

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 sexual assault (other than rape): 3

Incidents of physical attack or fight without a weapon: 123

Incidents of threats of physical attack with a weapon: 6
Incidents of threats of physical attack with a firearm or explosive device: 6
Incidents of threats of physical attack without a weapon: 8


Total incidents per 1,000 students
Klentzman Int School:

140.2
State:

38.0

Referrals and Arrests:
Show data for

(State average from 1,516 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students with disabilities who were referred to a law enforcement agency or official: 2 (all female)
  • Hispanic: 2
  • Section 504: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

1.9
Texas:

5.4

Harassment & Bullying:
Show data for

(State average from 919 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of religion constitutes religious harassment.
Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
Klentzman Int School:

1.0
Texas:

0.8


Chronic Student Absenteeismt:
Show data for

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

    Chronic Student Absenteeism

  • Hispanic79
  • American Indian2
  • Asian4
  • Black43
  • White7
  • Multirace4
  • IDEA19
  • 5047
Chronic Student Absenteeism: 139 (male: 79, female: 60)
  • Hispanic: 79 (male: 44, female: 35)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 43 (male: 26, female: 17)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 14, female: 5)
  • Section 504: 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Klentzman Int School:

133.5
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: 6 (male: 4, female: 2)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)
  • Two or More Races: 2 (all male)

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Klentzman Int School:

5.8
Texas:

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

  • Hispanic251
  • American Indian1
  • Asian1
  • Black154
  • White11
  • Multirace5
  • IDEA51
  • 50416
School days missed due to out-of-school suspension: 423 (male: 288, female: 135)
  • Hispanic: 251 (male: 150, female: 101)
  • American Indian / Alaska Native: 1 (all male)
  • Asian: 1 (all male)
  • Black: 154 (male: 126, female: 28)
  • White: 11 (male: 9, female: 2)
  • Two or More Races: 5 (male: 1, female: 4)
  • Individuals With Disabilities Education Act (IDEA): 51 (male: 40, female: 11)
  • Section 504: 16 (all male)
Instances of out-of-school suspension (Students without disabilities): 261

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

250.7
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic106
  • American Indian4
  • Asian2
  • Native Hawaiian2
  • Black61
  • White7
Students without disabilities receiving one or more in-school suspension: 182 (male: 117, female: 65)
  • Hispanic: 106 (male: 65, female: 41)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 61 (male: 41, female: 20)
  • White: 7 (male: 5, female: 2)

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

  • Hispanic49
  • American Indian2
  • Black25
  • White2
Students without disabilities receiving only one out-of-school suspension: 78 (male: 51, female: 27)
  • Hispanic: 49 (male: 29, female: 20)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 25 (male: 20, female: 5)
  • White: 2 (all female)
Students without disabilities receiving more than one out-of-school suspension: 58 (male: 39, female: 19)
  • Hispanic: 37 (male: 23, female: 14)
  • Black: 19 (male: 14, female: 5)
  • White: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 36

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

34.6
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 11

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

10.6
Texas:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic10
  • Asian2
  • Black5
  • White2
  • Multirace2
  • 50411
Students with disabilities receiving one or more in-school suspension: 21 (male: 19, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • Asian: 2 (all male)
  • Black: 5 (all male)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Section 504: 11 (all male)

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic5
  • Asian2
  • Black5
  • Multirace2
  • 5042
Students with disabilities receiving only one out-of-school suspension: 14 (all male)
  • Hispanic: 5
  • Asian: 2
  • Black: 5
  • Two or More Races: 2
  • Section 504: 2

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic4
  • Black5
  • Multirace2
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 11 (male: 7, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 5 (all male)
  • Two or More Races: 2 (all female)
  • Section 504: 2 (all male)

Expulsions:
Show data for

(State average from 1,623 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion with educational services: 23 (male: 19, female: 4)
  • Hispanic: 13 (male: 11, female: 2)
  • Black: 10 (male: 8, female: 2)

Students without Disabilities who received an expulsion with educational services per 1,000 students
School:

22.1
Texas:

32.9
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • Black: 2
  • Section 504: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
School:

1.9
State:

5.4

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