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Kolda Elementary School in Corpus Christi, 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 86
Address
 3730 RODD FIELD RD
Corpus Christi, TX 78414
Telephone
(361) 878-2980
(make sure to verify first before calling)
City-data.com school rating
86
Students
539
Classroom Teachers (FTE)
31.8
Free lunch eligible students
107
Reduced-price lunch
eligible students
33
School district
CORPUS CHRISTI 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:
FAYE WEBB EL (1.5 miles):

96
MIRELES EL (1.2 miles):

91
SMITH EL (2.7 miles):

88
Kolda Elementary School:

86
KAFFIE MIDDLE (1.3 miles):

76
JONES EL (2.7 miles):

72
BARNES EL (1.3 miles):

67
CLUB ESTATES (2.6 miles):

66
MOORE EL (1.9 miles):

56
Kolda Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Nueces County:

54
Corpus Christi:

52
Kolda Elementary School:

86

Students & Teachers


Total enrollment:
Enrollment in 2016: 539
Enrollment in 2015: 499
Enrollment in 2014: 392
Enrollment in 2013: 252

Kolda Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students21119888918267539
Female students1524644513934267
Male students1595244404333272
Asian students - 71545325
Hispanic students - 696656634640340
Black students - 13251 - 12
White students1332724193024158
Two or More Races students1111 - - - 4

Enrollment by grade:
Pre-Kindergarten enrollment: 2
Kindergarten enrollment: 111
1st grade enrollment: 98
2nd grade enrollment: 88
3rd grade enrollment: 91
4th grade enrollment: 82
5th grade enrollment: 67

Kolda Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 267 (49.5%)
School:

49.5%
Texas:

49.0%
Male enrollment: 272 (50.5%)
Here:

50.5%
State:

50.1%

Kolda Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 25 (4.6%)
Kolda Elementary School:

4.6%
Texas:

3.1%
Hispanic enrollment: 340 (63.1%)
School:

63.1%
State:

46.9%
Black enrollment: 12 (2.2%)
Here:

2.2%
State:

11.6%
White enrollment: 158 (29.3%)
School:

29.3%
State:

32.3%
Two or More Races enrollment: 4 (0.7%)
Kolda Elementary School:

0.7%
State:

2.1%

Kolda Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 140 (26.0%)
Kolda Elementary School:

26.0%
State:

61.6%
Free lunch eligible students: 107 (19.9%)
Kolda Elementary School:

19.9%
Texas:

55.4%
Reduced-price lunch eligible students: 33 (6.1%)
School:

6.1%
State:

6.2%

Kolda Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 31.8

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: 13
Number of FTE nurses: 1

Student/Teacher Ratio
Kolda Elementary School:

16.9
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,954,393
  • Full-time Equivalency Count of Teachers: 32 (Salary Expenditures: $1,524,976)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $63,737)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $202,631)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $163,048)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $201,643
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $481,070
  • Salary Expenditures for Teachers: $1,718,383
  • Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $115,390)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $202,631)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $163,048)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $207,374

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 10 (male: 6, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • White: 2 (all male)

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: 37 (male: 27, female: 10)
  • Hispanic: 26 (male: 16, female: 10)
  • Black: 4 (all male)
  • White: 7 (all male)

    Students with disabilities served under Section 504

  • Hispanic19
  • Asian2
  • White7
  • Multirace2
Students with disabilities served under Section 504: 30 (male: 20, female: 10)
  • Hispanic: 19 (male: 11, female: 8)
  • Asian: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • 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: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Percent of Kindergarten students retained
Kolda Elementary School:

3.6%
Texas:

5.2%
Total number of students retained in 1st grade: 2 (all male)
  • Hispanic: 2
  • Section 504: 2

Percent of 1st grade students retained
Here:

2.0%
Texas:

6.1%
Total number of students retained in 4th grade: 2 (all male)
  • Hispanic: 2
  • Section 504: 2

Percent of 4th grade students retained
Here:

2.4%
State:

3.6%

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)

  • All1,519
  • Males1,510
  • Females1,530
  • Hispanic1,520
  • White1,528
Math Average Scale Score:

1,519
State:

1,453
Math students tested: 120
Math # Answer Documents Submitted: 120

Math Avg Items Correct:
  • Reporting Category 1: 6.5 (81%)
  • Reporting Category 2: 9.3 (71%)
  • Reporting Category 3: 4.9 (70%)
  • Reporting Category 4: 3.2 (80%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 38%

11%
26%
25%
38%
Males: (Average Scale Score: 1,510, Tested: 63, Did Not Meet Grade Level Performance: 16%, Approaches: 27%, Meets: 16%, Masters: 41%)
16%
27%
16%
41%
Females: (Average Scale Score: 1,530, Tested: 57, Did Not Meet Grade Level Performance: 5%, Approaches: 27%, Meets: 33%, Masters: 35%)
5%
27%
33%
35%
Hispanic: (Average Scale Score: 1,520, Tested: 78, Did Not Meet Grade Level Performance: 6%, Approaches: 35%, Meets: 22%, Masters: 37%)
6%
35%
22%
37%
White: (Average Scale Score: 1,528, Tested: 34, Did Not Meet Grade Level Performance: 15%, Approaches: 14%, Meets: 27%, Masters: 44%)
15%
14%
27%
44%

    Reading Average Scale Score
    (3rd Grade)

  • All1,530
  • Males1,515
  • Females1,547
  • Hispanic1,530
  • White1,546
Reading Average Scale Score:

1,530
Texas:

1,423
Reading students tested: 120
Reading # Answer Documents Submitted: 120

Reading Avg Items Correct:
  • Reporting Category 1: 4.5 (89%)
  • Reporting Category 2: 11.9 (80%)
  • Reporting Category 3: 10.6 (76%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 17%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 49%

9%
17%
25%
49%
Males: (Average Scale Score: 1,515, Tested: 63, Did Not Meet Grade Level Performance: 8%, Approaches: 25%, Meets: 21%, Masters: 46%)
8%
25%
21%
46%
Females: (Average Scale Score: 1,547, Tested: 57, Did Not Meet Grade Level Performance: 11%, Approaches: 7%, Meets: 29%, Masters: 53%)
11%
7%
29%
53%
Hispanic: (Average Scale Score: 1,530, Tested: 78, Did Not Meet Grade Level Performance: 8%, Approaches: 16%, Meets: 27%, Masters: 49%)
8%
16%
27%
49%
White: (Average Scale Score: 1,546, Tested: 34, Did Not Meet Grade Level Performance: 9%, Approaches: 17%, Meets: 21%, Masters: 53%)
9%
17%
21%
53%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,642
  • Males1,626
  • Females1,660
  • Hispanic1,621
  • Asian1,749
  • White1,655
Math Average Scale Score:

1,642
Texas:

1,546
Math students tested: 116
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 117

Math Avg Items Correct:
  • Reporting Category 1: 7.3 (81%)
  • Reporting Category 2: 8.2 (74%)
  • Reporting Category 3: 7.5 (75%)
  • Reporting Category 4: 3.2 (80%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 43%

8%
23%
26%
43%
Males: (Average Scale Score: 1,626, Tested: 63, Did Not Meet Grade Level Performance: 11%, Approaches: 22%, Meets: 26%, Masters: 41%)
11%
22%
26%
41%
Females: (Average Scale Score: 1,660, Tested: 53, Did Not Meet Grade Level Performance: 4%, Approaches: 24%, Meets: 27%, Masters: 45%)
4%
24%
27%
45%
Hispanic: (Average Scale Score: 1,621, Tested: 71, Did Not Meet Grade Level Performance: 7%, Approaches: 25%, Meets: 33%, Masters: 35%)
7%
25%
33%
35%
Asian: (Average Scale Score: 1,749, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 22%, Meets: 11%, Masters: 67%)
22%
11%
67%
White: (Average Scale Score: 1,655, Tested: 32, Did Not Meet Grade Level Performance: 13%, Approaches: 19%, Meets: 19%, Masters: 50%)
13%
19%
19%
50%

    Reading Average Scale Score
    (4th Grade)

  • All1,565
  • Males1,563
  • Females1,568
  • Hispanic1,544
  • Asian1,601
  • White1,608
Reading Average Scale Score:

1,565
Texas:

1,496
Reading students tested: 117
Reading # Answer Documents Submitted: 117

Reading Avg Items Correct:
  • Reporting Category 1: 6.2 (78%)
  • Reporting Category 2: 11 (73%)
  • Reporting Category 3: 9.4 (72%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 32%

11%
36%
21%
32%
Males: (Average Scale Score: 1,563, Tested: 63, Did Not Meet Grade Level Performance: 13%, Approaches: 35%, Meets: 22%, Masters: 30%)
13%
35%
22%
30%
Females: (Average Scale Score: 1,568, Tested: 54, Did Not Meet Grade Level Performance: 9%, Approaches: 37%, Meets: 21%, Masters: 33%)
9%
37%
21%
33%
Hispanic: (Average Scale Score: 1,544, Tested: 71, Did Not Meet Grade Level Performance: 11%, Approaches: 41%, Meets: 24%, Masters: 24%)
11%
41%
24%
24%
Asian: (Average Scale Score: 1,601, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 56%, Meets: 0%, Masters: 44%)
56%
44%
White: (Average Scale Score: 1,608, Tested: 33, Did Not Meet Grade Level Performance: 15%, Approaches: 15%, Meets: 22%, Masters: 48%)
15%
15%
22%
48%

    Writing Average Scale Score
    (4th Grade)

  • All3,925
  • Males3,846
  • Females4,020
  • Hispanic3,860
  • Asian3,995
  • White4,038
Writing Average Scale Score:

3,925
Texas:

3,570
Writing students tested: 118
Writing # Answer Documents Submitted: 118

Writing Avg Items Correct:
  • Reporting Category 1: 3.7 (46%)
  • Reporting Category 2: 4.8 (60%)
  • Reporting Category 3: 12.5 (78%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 39%
Masters Grade Level Performance: 12%

21%
28%
39%
12%
Males: (Average Scale Score: 3,846, Tested: 64, Did Not Meet Grade Level Performance: 28%, Approaches: 24%, Meets: 39%, Masters: 9%)
28%
24%
39%
9%
Females: (Average Scale Score: 4,020, Tested: 54, Did Not Meet Grade Level Performance: 13%, Approaches: 33%, Meets: 39%, Masters: 15%)
13%
33%
39%
15%
Hispanic: (Average Scale Score: 3,860, Tested: 72, Did Not Meet Grade Level Performance: 22%, Approaches: 32%, Meets: 40%, Masters: 6%)
22%
32%
40%
6%
Asian: (Average Scale Score: 3,995, Tested: 9, Did Not Meet Grade Level Performance: 22%, Approaches: 34%, Meets: 33%, Masters: 11%)
22%
34%
33%
11%
White: (Average Scale Score: 4,038, Tested: 33, Did Not Meet Grade Level Performance: 18%, Approaches: 21%, Meets: 34%, Masters: 27%)
18%
21%
34%
27%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,681
  • Males1,659
  • Females1,700
  • Hispanic1,668
  • White1,698
Math Average Scale Score:

1,681
Texas:

1,603
Math students tested: 108
Math # Answer Documents Submitted: 108

Math Avg Items Correct:
  • Reporting Category 1: 4.4 (73%)
  • Reporting Category 2: 13.2 (78%)
  • Reporting Category 3: 6.9 (76%)
  • Reporting Category 4: 3.1 (78%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 41%

3%
23%
33%
41%
Males: (Average Scale Score: 1,659, Tested: 50, Did Not Meet Grade Level Performance: 6%, Approaches: 30%, Meets: 32%, Masters: 32%)
6%
30%
32%
32%
Females: (Average Scale Score: 1,700, Tested: 58, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 35%, Masters: 48%)
17%
35%
48%
Hispanic: (Average Scale Score: 1,668, Tested: 70, Did Not Meet Grade Level Performance: 4%, Approaches: 29%, Meets: 30%, Masters: 37%)
4%
29%
30%
37%
White: (Average Scale Score: 1,698, Tested: 29, Did Not Meet Grade Level Performance: 0%, Approaches: 14%, Meets: 41%, Masters: 45%)
14%
41%
45%

    Reading Average Scale Score
    (5th Grade)

  • All1,602
  • Males1,586
  • Females1,616
  • Hispanic1,591
  • White1,612
Reading Average Scale Score:

1,602
State:

1,546
Reading students tested: 108
Reading # Answer Documents Submitted: 108

Reading Avg Items Correct:
  • Reporting Category 1: 6.2 (78%)
  • Reporting Category 2: 12.1 (75%)
  • Reporting Category 3: 10.3 (73%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 35%
Masters Grade Level Performance: 24%

6%
35%
35%
24%
Males: (Average Scale Score: 1,586, Tested: 50, Did Not Meet Grade Level Performance: 10%, Approaches: 40%, Meets: 28%, Masters: 22%)
10%
40%
28%
22%
Females: (Average Scale Score: 1,616, Tested: 58, Did Not Meet Grade Level Performance: 2%, Approaches: 31%, Meets: 41%, Masters: 26%)
2%
31%
41%
26%
Hispanic: (Average Scale Score: 1,591, Tested: 70, Did Not Meet Grade Level Performance: 6%, Approaches: 38%, Meets: 36%, Masters: 20%)
6%
38%
36%
20%
White: (Average Scale Score: 1,612, Tested: 29, Did Not Meet Grade Level Performance: 7%, Approaches: 27%, Meets: 35%, Masters: 31%)
7%
27%
35%
31%

    Science Average Scale Score
    (5th Grade)

  • All4,085
  • Males4,069
  • Females4,103
  • Hispanic4,031
  • White4,174
Science Average Scale Score:

4,085
State:

3,771
Science students tested: 108
Science # Answer Documents Submitted: 108

Science Avg Items Correct:
  • Reporting Category 1: 4.4 (73%)
  • Reporting Category 2: 6.7 (84%)
  • Reporting Category 3: 7.4 (74%)
  • Reporting Category 4: 9.6 (80%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 27%

6%
37%
30%
27%
Males: (Average Scale Score: 4,069, Tested: 51, Did Not Meet Grade Level Performance: 10%, Approaches: 27%, Meets: 38%, Masters: 25%)
10%
27%
38%
25%
Females: (Average Scale Score: 4,103, Tested: 56, Did Not Meet Grade Level Performance: 2%, Approaches: 44%, Meets: 25%, Masters: 29%)
2%
44%
25%
29%
Hispanic: (Average Scale Score: 4,031, Tested: 70, Did Not Meet Grade Level Performance: 9%, Approaches: 41%, Meets: 29%, Masters: 21%)
9%
41%
29%
21%
White: (Average Scale Score: 4,174, Tested: 29, Did Not Meet Grade Level Performance: 0%, Approaches: 28%, Meets: 38%, Masters: 34%)
28%
38%
34%

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

  • Hispanic28
  • Asian2
  • Black4
  • White10
  • IDEA7
  • 5044
Chronic Student Absenteeism: 44 (male: 21, female: 23)
  • Hispanic: 28 (male: 14, female: 14)
  • Asian: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Kolda Elementary School:

81.6
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: 15 (male: 11, female: 4)
  • Hispanic: 14 (male: 11, female: 3)
  • White: 1 (all female)
  • Section 504: 7 (all male)
Instances of out-of-school suspension (Students without disabilities): 7

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

13.0
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 2
Students without disabilities receiving only one out-of-school suspension: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all female)
Instances of out-of-school suspension (Section 504 only): 5

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

9.3
State:

12.0

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