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Lois Lindsey Elementary School in McKinney, TX
(PK-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 97
Address
 5730 WILFORD DR
McKinney, TX 75070
Telephone
(972) 908-4007
(make sure to verify first before calling)
Website
http://www.allenisd.org/lindseyes
City-data.com school rating
97
Students
880
Classroom Teachers (FTE)
51.8
Free lunch eligible students
61
Reduced-price lunch
eligible students
19
School district
ALLEN 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:
COMSTOCK EL (1.3 miles):

97
Lois Lindsey Elementary School:

97
ROY LEE WALKER EL (1.9 miles):

95
SCOGGINS MIDDLE (0.9 miles):

94
LEONARD EVANS JR MIDDLE (1.9 miles):

79
JESSE MCGOWEN EL (1.1 miles):

78
ELLIOTT EL (1.5 miles):

69
REUBEN JOHNSON EL (1.1 miles):

55
ARTHUR H MCNEIL EL (1.6 miles):

46
Lois Lindsey Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Collin County:

81
McKinney:

74
Lois Lindsey Elementary School:

97

Students & Teachers


Total enrollment:
Enrollment in 2016: 880
Enrollment in 2015: 843
Enrollment in 2014: 688

Lois Lindsey Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05G06Total
All students4119131124138126125113880
Female students162705664606754434
Male students357616874665859446
American Indian/Alaska Native students - 2 - 1 - 11 - 5
Asian students128334231343522226
Hispanic students - 58717712965
Black students - 1211101711161996
White students361695967665855438
Two or More Races students - 11105673850

Enrollment by grade:
Pre-Kindergarten enrollment: 4
Kindergarten enrollment: 119
1st grade enrollment: 131
2nd grade enrollment: 124
3rd grade enrollment: 138
4th grade enrollment: 126
5th grade enrollment: 125
6th grade enrollment: 113

Lois Lindsey Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 434 (49.3%)
Lois Lindsey Elementary School:

49.3%
Texas:

49.0%
Male enrollment: 446 (50.7%)
Lois Lindsey Elementary School:

50.7%
State:

50.1%

Lois Lindsey Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 5 (0.6%)
Here:

0.6%
State:

0.4%
Asian enrollment: 226 (25.7%)
Lois Lindsey Elementary School:

25.7%
State:

3.1%
Hispanic enrollment: 65 (7.4%)
Lois Lindsey Elementary School:

7.4%
Texas:

46.9%
Black enrollment: 96 (10.9%)
Here:

10.9%
Texas:

11.6%
White enrollment: 438 (49.8%)
School:

49.8%
Texas:

32.3%
Two or More Races enrollment: 50 (5.7%)
Lois Lindsey Elementary School:

5.7%
Texas:

2.1%

Lois Lindsey Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 80 (9.1%)
Here:

9.1%
Texas:

61.6%
Free lunch eligible students: 61 (6.9%)
Lois Lindsey Elementary School:

6.9%
State:

55.4%
Reduced-price lunch eligible students: 19 (2.2%)
Lois Lindsey Elementary School:

2.2%
Texas:

6.2%

Lois Lindsey Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 51.8

Number of FTE teachers in their second year of teaching: 1.2
Number of FTE school counselors: 1
Number of FTE nurses: 1

Student/Teacher Ratio
Lois Lindsey Elementary School:

17.0
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,120,610
  • Full-time Equivalency Count of Teachers: 51.8 (Salary Expenditures: $2,636,207)
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $93,718)
  • Full-time Equivalency Count of Support Services Staff: 8 (Salary Expenditures: $231,501)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $157,134)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $90,755
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,400,786
  • Salary Expenditures for Teachers: $2,810,941
  • Full-time Equivalency Count of Instructional Aides: 7 (Salary Expenditures: $126,745)
  • Full-time Equivalency Count of Support Services Staff: 9.8 (Salary Expenditures: $362,375)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $157,134)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $97,428

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic7
  • Asian25
  • White7
  • IDEA4
Students Enrolled in LEP Programs: 39 (male: 24, female: 15)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 25 (male: 17, female: 8)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 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

  • Hispanic11
  • Asian8
  • Black14
  • White47
  • LEP4
Students with disabilities served under IDEA: 80 (male: 49, female: 31)
  • Hispanic: 11 (male: 7, female: 4)
  • Asian: 8 (male: 4, female: 4)
  • Black: 14 (male: 4, female: 10)
  • White: 47 (male: 34, female: 13)
  • Limited English Proficiency (LEP): 4 (all female)

    Students with disabilities served under Section 504

  • Hispanic4
  • American Indian2
  • Asian2
  • Black2
  • White34
  • Multirace4
Students with disabilities served under Section 504: 48 (male: 26, female: 22)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all female)
  • Black: 2 (all female)
  • White: 34 (male: 20, female: 14)
  • Two or More Races: 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 2nd grade: 2 (all female)
  • Asian: 2
  • Section 504: 2

Percent of 2nd grade students retained
School:

1.6%
State:

4.8%
Total number of students retained in 3rd grade: 4 (all male)
  • Black: 2
  • White: 2
  • Section 504: 2

Percent of 3rd grade students retained
School:

2.9%
Texas:

4.1%

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

  • Hispanic4
  • American Indian2
  • Asian46
  • Black7
  • White46
  • Multirace4
  • LEP2
  • IDEA2
Gifted and Talented Student Enrollment: 109 (male: 57, female: 52)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 46 (male: 20, female: 26)
  • Black: 7 (male: 5, female: 2)
  • White: 46 (male: 26, female: 20)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

123.9
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)

  • All1,563
  • Males1,551
  • Females1,575
  • Hispanic1,557
  • Asian1,631
  • Black1,507
  • White1,550
  • Multirace1,573
Math Average Scale Score:

1,563
State:

1,453
Math students tested: 99
Math # Answer Documents Submitted: 99

Math Avg Items Correct:
  • Reporting Category 1: 6.6 (83%)
  • Reporting Category 2: 10.1 (77%)
  • Reporting Category 3: 5.3 (76%)
  • Reporting Category 4: 3.3 (83%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 39%

3%
28%
30%
39%
Males: (Average Scale Score: 1,551, Tested: 48, Did Not Meet Grade Level Performance: 4%, Approaches: 29%, Meets: 32%, Masters: 35%)
4%
29%
32%
35%
Females: (Average Scale Score: 1,575, Tested: 51, Did Not Meet Grade Level Performance: 2%, Approaches: 27%, Meets: 28%, Masters: 43%)
2%
27%
28%
43%
Hispanic: (Average Scale Score: 1,557, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 11%, Masters: 56%)
33%
11%
56%
Asian: (Average Scale Score: 1,631, Tested: 23, Did Not Meet Grade Level Performance: 0%, Approaches: 22%, Meets: 21%, Masters: 57%)
22%
21%
57%
Black: (Average Scale Score: 1,507, Tested: 18, Did Not Meet Grade Level Performance: 11%, Approaches: 45%, Meets: 22%, Masters: 22%)
11%
45%
22%
22%
White: (Average Scale Score: 1,550, Tested: 41, Did Not Meet Grade Level Performance: 0%, Approaches: 27%, Meets: 39%, Masters: 34%)
27%
39%
34%
Multirace: (Average Scale Score: 1,573, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 13%, Meets: 37%, Masters: 38%)
13%
13%
37%
38%

    Reading Average Scale Score
    (3rd Grade)

  • All1,537
  • Males1,510
  • Females1,562
  • Hispanic1,501
  • Asian1,611
  • Black1,473
  • White1,531
  • Multirace1,538
Reading Average Scale Score:

1,537
Texas:

1,423
Reading students tested: 99
Reading # Answer Documents Submitted: 99

Reading Avg Items Correct:
  • Reporting Category 1: 4.5 (90%)
  • Reporting Category 2: 11.8 (79%)
  • Reporting Category 3: 10.6 (76%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 49%

7%
28%
16%
49%
Males: (Average Scale Score: 1,510, Tested: 48, Did Not Meet Grade Level Performance: 6%, Approaches: 38%, Meets: 16%, Masters: 40%)
6%
38%
16%
40%
Females: (Average Scale Score: 1,562, Tested: 51, Did Not Meet Grade Level Performance: 8%, Approaches: 19%, Meets: 14%, Masters: 59%)
8%
19%
14%
59%
Hispanic: (Average Scale Score: 1,501, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 78%, Meets: 0%, Masters: 22%)
78%
22%
Asian: (Average Scale Score: 1,611, Tested: 23, Did Not Meet Grade Level Performance: 4%, Approaches: 9%, Meets: 9%, Masters: 78%)
4%
9%
9%
78%
Black: (Average Scale Score: 1,473, Tested: 18, Did Not Meet Grade Level Performance: 28%, Approaches: 33%, Meets: 0%, Masters: 39%)
28%
33%
39%
White: (Average Scale Score: 1,531, Tested: 41, Did Not Meet Grade Level Performance: 2%, Approaches: 25%, Meets: 29%, Masters: 44%)
2%
25%
29%
44%
Multirace: (Average Scale Score: 1,538, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 37%, Meets: 13%, Masters: 50%)
37%
13%
50%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,706
  • Males1,735
  • Females1,670
  • Hispanic1,666
  • Asian1,779
  • Black1,591
  • White1,713
Math Average Scale Score:

1,706
State:

1,546
Math students tested: 99
Math # Answer Documents Submitted: 99

Math Avg Items Correct:
  • Reporting Category 1: 7.4 (82%)
  • Reporting Category 2: 9.2 (83%)
  • Reporting Category 3: 8.1 (81%)
  • Reporting Category 4: 3.4 (85%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 12%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 59%

8%
12%
21%
59%
Males: (Average Scale Score: 1,735, Tested: 55, Did Not Meet Grade Level Performance: 5%, Approaches: 10%, Meets: 25%, Masters: 60%)
5%
10%
25%
60%
Females: (Average Scale Score: 1,670, Tested: 44, Did Not Meet Grade Level Performance: 11%, Approaches: 16%, Meets: 16%, Masters: 57%)
11%
16%
16%
57%
Hispanic: (Average Scale Score: 1,666, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 12%, Meets: 63%, Masters: 25%)
12%
63%
25%
Asian: (Average Scale Score: 1,779, Tested: 29, Did Not Meet Grade Level Performance: 0%, Approaches: 3%, Meets: 18%, Masters: 79%)
3%
18%
79%
Black: (Average Scale Score: 1,591, Tested: 13, Did Not Meet Grade Level Performance: 23%, Approaches: 31%, Meets: 8%, Masters: 38%)
23%
31%
8%
38%
White: (Average Scale Score: 1,713, Tested: 44, Did Not Meet Grade Level Performance: 9%, Approaches: 7%, Meets: 23%, Masters: 61%)
9%
7%
23%
61%

    Reading Average Scale Score
    (4th Grade)

  • All1,610
  • Males1,619
  • Females1,600
  • Hispanic1,581
  • Asian1,687
  • Black1,520
  • White1,601
Reading Average Scale Score:

1,610
Texas:

1,496
Reading students tested: 99
Reading # Answer Documents Submitted: 99

Reading Avg Items Correct:
  • Reporting Category 1: 6.4 (80%)
  • Reporting Category 2: 11.8 (79%)
  • Reporting Category 3: 10.3 (79%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 47%

13%
16%
24%
47%
Males: (Average Scale Score: 1,619, Tested: 55, Did Not Meet Grade Level Performance: 11%, Approaches: 14%, Meets: 22%, Masters: 53%)
11%
14%
22%
53%
Females: (Average Scale Score: 1,600, Tested: 44, Did Not Meet Grade Level Performance: 16%, Approaches: 18%, Meets: 25%, Masters: 41%)
16%
18%
25%
41%
Hispanic: (Average Scale Score: 1,581, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 25%, Meets: 25%, Masters: 38%)
13%
25%
25%
38%
Asian: (Average Scale Score: 1,687, Tested: 29, Did Not Meet Grade Level Performance: 0%, Approaches: 7%, Meets: 31%, Masters: 62%)
7%
31%
62%
Black: (Average Scale Score: 1,520, Tested: 13, Did Not Meet Grade Level Performance: 38%, Approaches: 24%, Meets: 23%, Masters: 15%)
38%
24%
23%
15%
White: (Average Scale Score: 1,601, Tested: 44, Did Not Meet Grade Level Performance: 11%, Approaches: 19%, Meets: 18%, Masters: 52%)
11%
19%
18%
52%

    Writing Average Scale Score
    (4th Grade)

  • All4,181
  • Males4,212
  • Females4,143
  • Hispanic3,920
  • Asian4,559
  • Black3,927
  • White4,097
Writing Average Scale Score:

4,181
Texas:

3,570
Writing students tested: 99
Writing # Answer Documents Submitted: 99

Writing Avg Items Correct:
  • Reporting Category 1: 4.3 (54%)
  • Reporting Category 2: 5.6 (70%)
  • Reporting Category 3: 13.1 (82%)

Did Not Meet Grade Level Performance: 12%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 41%
Masters Grade Level Performance: 26%

12%
21%
41%
26%
Males: (Average Scale Score: 4,212, Tested: 55, Did Not Meet Grade Level Performance: 9%, Approaches: 20%, Meets: 42%, Masters: 29%)
9%
20%
42%
29%
Females: (Average Scale Score: 4,143, Tested: 44, Did Not Meet Grade Level Performance: 16%, Approaches: 23%, Meets: 38%, Masters: 23%)
16%
23%
38%
23%
Hispanic: (Average Scale Score: 3,920, Tested: 8, Did Not Meet Grade Level Performance: 13%, Approaches: 38%, Meets: 50%, Masters: 0%)
13%
38%
50%
Asian: (Average Scale Score: 4,559, Tested: 29, Did Not Meet Grade Level Performance: 0%, Approaches: 3%, Meets: 52%, Masters: 45%)
3%
52%
45%
Black: (Average Scale Score: 3,927, Tested: 13, Did Not Meet Grade Level Performance: 23%, Approaches: 31%, Meets: 31%, Masters: 15%)
23%
31%
31%
15%
White: (Average Scale Score: 4,097, Tested: 44, Did Not Meet Grade Level Performance: 16%, Approaches: 25%, Meets: 36%, Masters: 23%)
16%
25%
36%
23%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,728
  • Males1,721
  • Females1,735
  • Hispanic1,705
  • Asian1,826
  • Black1,606
  • White1,764
  • Multirace1,738
Math Average Scale Score:

1,728
State:

1,603
Math students tested: 100
Math # Answer Documents Submitted: 100

Math Avg Items Correct:
  • Reporting Category 1: 4.8 (80%)
  • Reporting Category 2: 13.3 (78%)
  • Reporting Category 3: 7.4 (83%)
  • Reporting Category 4: 3.2 (80%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 15%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 57%

6%
15%
22%
57%
Males: (Average Scale Score: 1,721, Tested: 50, Did Not Meet Grade Level Performance: 4%, Approaches: 22%, Meets: 20%, Masters: 54%)
4%
22%
20%
54%
Females: (Average Scale Score: 1,735, Tested: 50, Did Not Meet Grade Level Performance: 8%, Approaches: 8%, Meets: 24%, Masters: 60%)
8%
8%
24%
60%
Hispanic: (Average Scale Score: 1,705, Tested: 14, Did Not Meet Grade Level Performance: 14%, Approaches: 0%, Meets: 22%, Masters: 64%)
14%
22%
64%
Asian: (Average Scale Score: 1,826, Tested: 21, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 10%, Masters: 90%)
10%
90%
Black: (Average Scale Score: 1,606, Tested: 24, Did Not Meet Grade Level Performance: 13%, Approaches: 38%, Meets: 33%, Masters: 17%)
13%
38%
33%
17%
White: (Average Scale Score: 1,764, Tested: 31, Did Not Meet Grade Level Performance: 3%, Approaches: 13%, Meets: 23%, Masters: 61%)
3%
13%
23%
61%
Multirace: (Average Scale Score: 1,738, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 20%, Masters: 60%)
20%
20%
60%

    Reading Average Scale Score
    (5th Grade)

  • All1,673
  • Males1,650
  • Females1,696
  • Hispanic1,609
  • Asian1,752
  • Black1,568
  • White1,720
  • Multirace1,704
Reading Average Scale Score:

1,673
State:

1,546
Reading students tested: 100
Reading # Answer Documents Submitted: 100

Reading Avg Items Correct:
  • Reporting Category 1: 6.5 (82%)
  • Reporting Category 2: 13.1 (82%)
  • Reporting Category 3: 10.9 (78%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 52%

7%
21%
20%
52%
Males: (Average Scale Score: 1,650, Tested: 50, Did Not Meet Grade Level Performance: 8%, Approaches: 26%, Meets: 20%, Masters: 46%)
8%
26%
20%
46%
Females: (Average Scale Score: 1,696, Tested: 50, Did Not Meet Grade Level Performance: 6%, Approaches: 16%, Meets: 20%, Masters: 58%)
6%
16%
20%
58%
Hispanic: (Average Scale Score: 1,609, Tested: 14, Did Not Meet Grade Level Performance: 7%, Approaches: 22%, Meets: 35%, Masters: 36%)
7%
22%
35%
36%
Asian: (Average Scale Score: 1,752, Tested: 21, Did Not Meet Grade Level Performance: 0%, Approaches: 5%, Meets: 19%, Masters: 76%)
5%
19%
76%
Black: (Average Scale Score: 1,568, Tested: 24, Did Not Meet Grade Level Performance: 17%, Approaches: 37%, Meets: 25%, Masters: 21%)
17%
37%
25%
21%
White: (Average Scale Score: 1,720, Tested: 31, Did Not Meet Grade Level Performance: 3%, Approaches: 20%, Meets: 16%, Masters: 61%)
3%
20%
16%
61%
Multirace: (Average Scale Score: 1,704, Tested: 10, Did Not Meet Grade Level Performance: 10%, Approaches: 20%, Meets: 0%, Masters: 70%)
10%
20%
70%

    Science Average Scale Score
    (5th Grade)

  • All4,242
  • Males4,178
  • Females4,306
  • Hispanic4,193
  • Asian4,381
  • Black3,994
  • White4,305
  • Multirace4,421
Science Average Scale Score:

4,242
State:

3,771
Science students tested: 100
Science # Answer Documents Submitted: 100

Science Avg Items Correct:
  • Reporting Category 1: 4.5 (75%)
  • Reporting Category 2: 6.5 (81%)
  • Reporting Category 3: 8.4 (84%)
  • Reporting Category 4: 9.9 (83%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 40%

8%
16%
36%
40%
Males: (Average Scale Score: 4,178, Tested: 50, Did Not Meet Grade Level Performance: 8%, Approaches: 18%, Meets: 38%, Masters: 36%)
8%
18%
38%
36%
Females: (Average Scale Score: 4,306, Tested: 50, Did Not Meet Grade Level Performance: 8%, Approaches: 14%, Meets: 34%, Masters: 44%)
8%
14%
34%
44%
Hispanic: (Average Scale Score: 4,193, Tested: 14, Did Not Meet Grade Level Performance: 21%, Approaches: 0%, Meets: 50%, Masters: 29%)
21%
50%
29%
Asian: (Average Scale Score: 4,381, Tested: 21, Did Not Meet Grade Level Performance: 0%, Approaches: 10%, Meets: 33%, Masters: 57%)
10%
33%
57%
Black: (Average Scale Score: 3,994, Tested: 24, Did Not Meet Grade Level Performance: 17%, Approaches: 29%, Meets: 33%, Masters: 21%)
17%
29%
33%
21%
White: (Average Scale Score: 4,305, Tested: 31, Did Not Meet Grade Level Performance: 0%, Approaches: 23%, Meets: 35%, Masters: 42%)
23%
35%
42%
Multirace: (Average Scale Score: 4,421, Tested: 10, Did Not Meet Grade Level Performance: 10%, Approaches: 0%, Meets: 30%, Masters: 60%)
10%
30%
60%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,793
  • Males1,793
  • Females1,792
  • Hispanic1,778
  • Asian1,880
  • Black1,658
  • White1,777
  • Multirace1,852
Math Average Scale Score:

1,793
Texas:

1,546
Math students tested: 83
Math # Answer Documents Submitted: 83

Math Avg Items Correct:
  • Reporting Category 1: 7.5 (75%)
  • Reporting Category 2: 11.8 (78%)
  • Reporting Category 3: 4.5 (75%)
  • Reporting Category 4: 5.4 (78%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 10%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 48%

6%
10%
36%
48%
Males: (Average Scale Score: 1,793, Tested: 51, Did Not Meet Grade Level Performance: 8%, Approaches: 10%, Meets: 33%, Masters: 49%)
8%
10%
33%
49%
Females: (Average Scale Score: 1,792, Tested: 32, Did Not Meet Grade Level Performance: 3%, Approaches: 9%, Meets: 41%, Masters: 47%)
3%
9%
41%
47%
Hispanic: (Average Scale Score: 1,778, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 12%, Meets: 38%, Masters: 50%)
12%
38%
50%
Asian: (Average Scale Score: 1,880, Tested: 24, Did Not Meet Grade Level Performance: 0%, Approaches: 4%, Meets: 25%, Masters: 71%)
4%
25%
71%
Black: (Average Scale Score: 1,658, Tested: 13, Did Not Meet Grade Level Performance: 31%, Approaches: 7%, Meets: 47%, Masters: 15%)
31%
7%
47%
15%
White: (Average Scale Score: 1,777, Tested: 33, Did Not Meet Grade Level Performance: 0%, Approaches: 15%, Meets: 43%, Masters: 42%)
15%
43%
42%
Multirace: (Average Scale Score: 1,852, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 0%, Meets: 20%, Masters: 60%)
20%
20%
60%

    Reading Average Scale Score
    (6th Grade)

  • All1,692
  • Males1,674
  • Females1,722
  • Hispanic1,691
  • Asian1,734
  • Black1,631
  • White1,685
  • Multirace1,708
Reading Average Scale Score:

1,692
Texas:

1,457
Reading students tested: 83
Reading # Answer Documents Submitted: 83

Reading Avg Items Correct:
  • Reporting Category 1: 6.3 (78%)
  • Reporting Category 2: 14 (82%)
  • Reporting Category 3: 11.9 (79%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 47%

11%
16%
26%
47%
Males: (Average Scale Score: 1,674, Tested: 51, Did Not Meet Grade Level Performance: 14%, Approaches: 17%, Meets: 24%, Masters: 45%)
14%
17%
24%
45%
Females: (Average Scale Score: 1,722, Tested: 32, Did Not Meet Grade Level Performance: 6%, Approaches: 13%, Meets: 31%, Masters: 50%)
6%
13%
31%
50%
Hispanic: (Average Scale Score: 1,691, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 37%, Meets: 25%, Masters: 38%)
37%
25%
38%
Asian: (Average Scale Score: 1,734, Tested: 24, Did Not Meet Grade Level Performance: 4%, Approaches: 13%, Meets: 25%, Masters: 58%)
4%
13%
25%
58%
Black: (Average Scale Score: 1,631, Tested: 13, Did Not Meet Grade Level Performance: 23%, Approaches: 23%, Meets: 31%, Masters: 23%)
23%
23%
31%
23%
White: (Average Scale Score: 1,685, Tested: 33, Did Not Meet Grade Level Performance: 12%, Approaches: 12%, Meets: 31%, Masters: 45%)
12%
12%
31%
45%
Multirace: (Average Scale Score: 1,708, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 0%, Meets: 0%, Masters: 80%)
20%
80%

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

  • Hispanic7
  • American Indian2
  • Asian10
  • Black4
  • White13
  • Multirace2
  • LEP4
  • IDEA10
  • 5042
Chronic Student Absenteeism: 38 (male: 24, female: 14)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 10 (male: 5, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Lois Lindsey Elementary School:

43.2
Texas:

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

  • Hispanic3
  • Asian2
  • Black6
  • White5
  • IDEA8
School days missed due to out-of-school suspension: 16 (male: 14, female: 2)
  • Hispanic: 3 (all male)
  • Asian: 2 (all female)
  • Black: 6 (all male)
  • White: 5 (all male)
  • Individuals With Disabilities Education Act (IDEA): 8 (all male)
Instances of out-of-school suspension (Students without disabilities): 3

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

3.4
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 14 (male: 12, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 8 (all male)
Students without disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Asian: 2 (all female)
  • Black: 2 (all male)
  • White: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 5

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

5.7
Texas:

27.5

    Students with disabilities receiving one or more in-school suspension

  • Hispanic2
  • Black7
  • White4
  • 5042
Students with disabilities receiving one or more in-school suspension: 13 (male: 9, female: 4)
  • Hispanic: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Section 504: 2 (all male)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Black: 2
  • White: 2

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.

Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2

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

2.3
Texas:

5.4
Students with Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
  • Hispanic: 2

Students with Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Lois Lindsey Elementary School:

2.3
Texas:

0.4

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:

2.3
Texas:

5.9

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