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Marcella 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 28
Address
 16250 COTILLION DR
Houston, TX 77060
Telephone
(281) 878-0860
(make sure to verify first before calling)
City-data.com school rating
28
Students
817
Classroom Teachers (FTE)
50.3
Free lunch eligible students
771
School district
ALDINE 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:
ARROW ACADEMY - HARVEST PREPARATORY ACADEMY (1.4 miles):

83
THOMPSON EL (1.0 miles):

66
BLACK EL (0.7 miles):

56
STOVALL MIDDLE (1.3 miles):

47
ALDINE NINTH GRADE SCHOOL (1.4 miles):

41
ODOM EL (1.6 miles):

31
Marcella Int School:

28
ALDINE H S (1.5 miles):

14
BUSSEY EL (1.2 miles):

10
Marcella Int School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Houston:

47
Marcella Int School:

28

Students & Teachers


Total enrollment:
Enrollment in 2016: 817
Enrollment in 2015: 835
Enrollment in 2014: 811
Enrollment in 2013: 787
Enrollment in 2012: 791
Enrollment in 2011: 747
Enrollment in 2010: 891
Enrollment in 2009: 867
Enrollment in 2008: 862

Marcella Int School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG05G06Total
All students395422817
Female students200219419
Male students195203398
American Indian/Alaska Native students - 11
Asian students134
Hispanic students322348670
Black students6464128
White students5611
Hawaiian Native/Pacific Islander students1 - 1
Two or More Races students2 - 2

Enrollment by grade:
5th grade enrollment: 395
6th grade enrollment: 422

Marcella Int School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 419 (51.3%)
Marcella Int School:

51.3%
Texas:

49.0%
Male enrollment: 398 (48.7%)
School:

48.7%
Texas:

50.1%

Marcella Int School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.1%)
School:

0.1%
Texas:

0.4%
Asian enrollment: 4 (0.5%)
Marcella Int School:

0.5%
Texas:

3.1%
Hispanic enrollment: 670 (82.0%)
Marcella Int School:

82.0%
State:

46.9%
Black enrollment: 128 (15.7%)
Marcella Int School:

15.7%
Texas:

11.6%
White enrollment: 11 (1.3%)
Marcella Int School:

1.3%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.1%)
Marcella Int School:

0.1%
State:

0.1%
Two or More Races enrollment: 2 (0.2%)
School:

0.2%
State:

2.1%

Marcella Int School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 771 (94.4%)
Marcella Int School:

94.4%
Texas:

61.6%
Free lunch eligible students: 771 (94.4%)
Here:

94.4%
Texas:

55.4%
Reduced-price lunch eligible students: 0 (0.0%)
Marcella Int School:

0.0%
State:

6.2%

Marcella Int School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 50.3

Number of FTE teachers in their first year of teaching: 16
Number of FTE teachers in their second year of teaching: 6
Number of FTE school counselors: 2.3
Number of FTE teachers who were absent more than 10 school days during the school years: 4
Number of FTE security guards: 1
Number of FTE nurses: 1

Student/Teacher Ratio
School:

16.3
Texas:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,340,064
  • Full-time Equivalency Count of Teachers: 40.5 (Salary Expenditures: $2,682,130)
  • Full-time Equivalency Count of Instructional Aides: 11 (Salary Expenditures: $93,677)
  • Full-time Equivalency Count of Support Services Staff: 8.5 (Salary Expenditures: $213,550)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $350,707)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $155,022
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,081,394
  • Salary Expenditures for Teachers: $3,199,378
  • Full-time Equivalency Count of Instructional Aides: 11 (Salary Expenditures: $193,542)
  • Full-time Equivalency Count of Support Services Staff: 8.5 (Salary Expenditures: $330,370)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $358,104)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $268,116

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic286
  • Asian2
  • White2
  • IDEA19
Students Enrolled in LEP Programs: 290 (male: 148, female: 142)
  • Hispanic: 286 (male: 146, female: 140)
  • Asian: 2 (all male)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 11, female: 8)

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: 55 (male: 32, female: 23)
  • Hispanic: 41 (male: 25, female: 16)
  • Black: 14 (male: 7, female: 7)
  • Limited English Proficiency (LEP): 20 (male: 13, female: 7)
Students with disabilities served under Section 504: 26 (male: 13, female: 13)
  • Hispanic: 16 (male: 8, female: 8)
  • Black: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 13 (male: 8, 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

  • Hispanic4
  • Black4
  • White2
  • LEP4
Total number of students retained in 5th grade: 10 (male: 4, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Percent of 5th grade students retained
School:

2.5%
Texas:

4.3%

    Total number of students retained in 6th grade

  • Hispanic10
  • Black2
  • LEP4
  • IDEA2
Total number of students retained in 6th grade: 12 (male: 7, female: 5)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 6th grade students retained
Marcella Int School:

2.8%
Texas:

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

  • Hispanic16
  • Asian2
  • Black2
  • LEP2
  • IDEA2
Gifted and Talented Student Enrollment: 20 (male: 8, female: 12)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 2 (all female)
  • Black: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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

24.5
State:

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.
4th Grade
Writing students tested: 1
Writing # Answer Documents Submitted: 1

5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,586
  • Males1,579
  • Females1,595
  • Hispanic1,596
  • Black1,536
Math Average Scale Score:

1,586
Texas:

1,603
Math students tested: 440
# Absent - Not Tested: 3
Math # Answer Documents Submitted: 443

Math Avg Items Correct:
  • Reporting Category 1: 3.5 (59%)
  • Reporting Category 2: 10.9 (64%)
  • Reporting Category 3: 5.4 (60%)
  • Reporting Category 4: 2.2 (55%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 19%

26%
31%
24%
19%
Males: (Average Scale Score: 1,579, Tested: 237, Did Not Meet Grade Level Performance: 27%, Approaches: 34%, Meets: 22%, Masters: 17%)
27%
34%
22%
17%
Females: (Average Scale Score: 1,595, Tested: 203, Did Not Meet Grade Level Performance: 25%, Approaches: 29%, Meets: 26%, Masters: 20%)
25%
29%
26%
20%
Hispanic: (Average Scale Score: 1,596, Tested: 361, Did Not Meet Grade Level Performance: 25%, Approaches: 28%, Meets: 26%, Masters: 21%)
25%
28%
26%
21%
Black: (Average Scale Score: 1,536, Tested: 74, Did Not Meet Grade Level Performance: 32%, Approaches: 48%, Meets: 15%, Masters: 5%)
32%
48%
15%
5%

    Reading Average Scale Score
    (5th Grade)

  • All1,521
  • Males1,508
  • Females1,537
  • Hispanic1,527
  • Black1,492
Reading Average Scale Score:

1,521
State:

1,546
Reading students tested: 414
# Absent - Not Tested: 3
Reading # Answer Documents Submitted: 418

Reading Avg Items Correct:
  • Reporting Category 1: 5.1 (64%)
  • Reporting Category 2: 10 (63%)
  • Reporting Category 3: 8.3 (59%)

Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 12%

35%
29%
24%
12%
Males: (Average Scale Score: 1,508, Tested: 220, Did Not Meet Grade Level Performance: 40%, Approaches: 29%, Meets: 20%, Masters: 11%)
40%
29%
20%
11%
Females: (Average Scale Score: 1,537, Tested: 194, Did Not Meet Grade Level Performance: 29%, Approaches: 30%, Meets: 29%, Masters: 12%)
29%
30%
29%
12%
Hispanic: (Average Scale Score: 1,527, Tested: 337, Did Not Meet Grade Level Performance: 34%, Approaches: 28%, Meets: 25%, Masters: 13%)
34%
28%
25%
13%
Black: (Average Scale Score: 1,492, Tested: 72, Did Not Meet Grade Level Performance: 39%, Approaches: 36%, Meets: 21%, Masters: 4%)
39%
36%
21%
4%

    Science Average Scale Score
    (5th Grade)

  • All3,636
  • Males3,625
  • Females3,648
  • Hispanic3,662
  • Black3,497
Science Average Scale Score:

3,636
Texas:

3,771
Science students tested: 443
# Absent - Not Tested: 3
Science # Answer Documents Submitted: 446

Science Avg Items Correct:
  • Reporting Category 1: 3.5 (58%)
  • Reporting Category 2: 5.1 (64%)
  • Reporting Category 3: 5.8 (58%)
  • Reporting Category 4: 7.7 (64%)

Did Not Meet Grade Level Performance: 38%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 8%

38%
40%
14%
8%
Males: (Average Scale Score: 3,625, Tested: 237, Did Not Meet Grade Level Performance: 41%, Approaches: 37%, Meets: 13%, Masters: 9%)
41%
37%
13%
9%
Females: (Average Scale Score: 3,648, Tested: 206, Did Not Meet Grade Level Performance: 35%, Approaches: 42%, Meets: 17%, Masters: 6%)
35%
42%
17%
6%
Hispanic: (Average Scale Score: 3,662, Tested: 365, Did Not Meet Grade Level Performance: 37%, Approaches: 37%, Meets: 18%, Masters: 8%)
37%
37%
18%
8%
Black: (Average Scale Score: 3,497, Tested: 73, Did Not Meet Grade Level Performance: 42%, Approaches: 54%, Meets: 1%, Masters: 3%)
42%
54%
1%
3%
5th Grade (Spanish)
Math students tested: 2
Math # Answer Documents Submitted: 2

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

  • All1,513
  • Males1,457
  • Females1,609
  • Hispanic1,513
Reading Average Scale Score:

1,513
State:

683
Reading students tested: 27
Reading # Answer Documents Submitted: 27

Reading Avg Items Correct:
  • Reporting Category 1: 4.8 (60%)
  • Reporting Category 2: 9.6 (60%)
  • Reporting Category 3: 6.9 (49%)

Did Not Meet Grade Level Performance: 33%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 7%

33%
41%
19%
7%
Males: (Average Scale Score: 1,457, Tested: 17, Did Not Meet Grade Level Performance: 41%, Approaches: 47%, Meets: 12%, Masters: 0%)
41%
47%
12%
Females: (Average Scale Score: 1,609, Tested: 10, Did Not Meet Grade Level Performance: 20%, Approaches: 30%, Meets: 30%, Masters: 20%)
20%
30%
30%
20%
Hispanic: (Average Scale Score: 1,513, Tested: 27, Did Not Meet Grade Level Performance: 33%, Approaches: 41%, Meets: 19%, Masters: 7%)
33%
41%
19%
7%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,631
  • Males1,624
  • Females1,639
  • Hispanic1,638
  • Black1,590
Math Average Scale Score:

1,631
State:

1,546
Math students tested: 366
Math # Answer Documents Submitted: 366

Math Avg Items Correct:
  • Reporting Category 1: 5.3 (53%)
  • Reporting Category 2: 8.1 (54%)
  • Reporting Category 3: 3.3 (55%)
  • Reporting Category 4: 3.8 (54%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 15%

24%
35%
26%
15%
Males: (Average Scale Score: 1,624, Tested: 194, Did Not Meet Grade Level Performance: 30%, Approaches: 32%, Meets: 21%, Masters: 17%)
30%
32%
21%
17%
Females: (Average Scale Score: 1,639, Tested: 172, Did Not Meet Grade Level Performance: 17%, Approaches: 39%, Meets: 31%, Masters: 13%)
17%
39%
31%
13%
Hispanic: (Average Scale Score: 1,638, Tested: 305, Did Not Meet Grade Level Performance: 22%, Approaches: 35%, Meets: 26%, Masters: 17%)
22%
35%
26%
17%
Black: (Average Scale Score: 1,590, Tested: 56, Did Not Meet Grade Level Performance: 34%, Approaches: 37%, Meets: 22%, Masters: 7%)
34%
37%
22%
7%

    Reading Average Scale Score
    (6th Grade)

  • All1,554
  • Males1,534
  • Females1,576
  • Hispanic1,556
  • Black1,543
Reading Average Scale Score:

1,554
Texas:

1,457
Reading students tested: 366
Reading # Answer Documents Submitted: 366

Reading Avg Items Correct:
  • Reporting Category 1: 4.9 (61%)
  • Reporting Category 2: 11 (65%)
  • Reporting Category 3: 8.7 (58%)

Did Not Meet Grade Level Performance: 39%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 12%

39%
32%
17%
12%
Males: (Average Scale Score: 1,534, Tested: 194, Did Not Meet Grade Level Performance: 45%, Approaches: 33%, Meets: 12%, Masters: 10%)
45%
33%
12%
10%
Females: (Average Scale Score: 1,576, Tested: 172, Did Not Meet Grade Level Performance: 31%, Approaches: 32%, Meets: 22%, Masters: 15%)
31%
32%
22%
15%
Hispanic: (Average Scale Score: 1,556, Tested: 305, Did Not Meet Grade Level Performance: 39%, Approaches: 30%, Meets: 18%, Masters: 13%)
39%
30%
18%
13%
Black: (Average Scale Score: 1,543, Tested: 56, Did Not Meet Grade Level Performance: 36%, Approaches: 41%, Meets: 18%, Masters: 5%)
36%
41%
18%
5%

Health & Safety


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 without disabilities who were referred to a law enforcement agency or official: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

4.9
State:

30.4
Students without disabilities who received a school-related arrest: 2 (all female)
  • Hispanic: 2

Students without disabilities who received a school-related arrest per 1,000 students
Marcella Int School:

2.4
State:

16.6
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Black: 2

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

2.4
State:

9.3

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 sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. 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. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. 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 race, color, or national origin constitutes racial harassment.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. 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 disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of race, color, or national origin: 1
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Marcella Int School:

1.2
State:

1.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2


Chronic Student Absenteeismt:
Show data for

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

    Chronic Student Absenteeism

  • Hispanic49
  • Black16
  • White4
  • LEP28
  • IDEA10
  • 5047
Chronic Student Absenteeism: 69 (male: 36, female: 33)
  • Hispanic: 49 (male: 26, female: 23)
  • Black: 16 (male: 8, female: 8)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 28 (male: 17, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
  • Section 504: 7 (male: 2, female: 5)
Chronic Student Absenteeism per 1,000 students
Here:

84.5
Texas:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Seclusion refers to the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. It does not include a timeout, which is a behavior management technique that is part of an approved program, involves the monitored separation of the student in a non-locked setting, and is implemented for the purpose of calming.
Total Number of Non-IDEA students subjected to seclusion: 2 (all male)
  • Black: 2

Non-IDEA students subjected to seclusion per 1,000 students
School:

2.4
Texas:

0.3

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

  • Hispanic151
  • Black95
  • White7
  • LEP107
  • IDEA26
  • 50418
School days missed due to out-of-school suspension: 253 (male: 212, female: 41)
  • Hispanic: 151 (male: 126, female: 25)
  • Black: 95 (male: 79, female: 16)
  • White: 7 (all male)
  • Limited English Proficiency (LEP): 107 (male: 91, female: 16)
  • Individuals With Disabilities Education Act (IDEA): 26 (all male)
  • Section 504: 18 (male: 11, female: 7)
Instances of out-of-school suspension (Students without disabilities): 130

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

159.1
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic64
  • Black31
  • White2
  • LEP34
Students without disabilities receiving one or more in-school suspension: 97 (male: 69, female: 28)
  • Hispanic: 64 (male: 47, female: 17)
  • Black: 31 (male: 20, female: 11)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 34 (male: 20, female: 14)

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

  • Hispanic28
  • Black13
  • White2
  • LEP19
Students without disabilities receiving only one out-of-school suspension: 43 (male: 30, female: 13)
  • Hispanic: 28 (male: 17, female: 11)
  • Black: 13 (male: 11, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 19 (male: 11, female: 8)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic16
  • Black10
  • White2
  • LEP10
Students without disabilities receiving more than one out-of-school suspension: 28 (male: 21, female: 7)
  • Hispanic: 16 (male: 11, female: 5)
  • Black: 10 (male: 8, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)
Instances of out-of-school suspension (Students with disabilities): 15

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

18.4
State:

27.5
Instances of out-of-school suspension (Section 504 only): 8

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

9.8
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic8
  • Black7
  • LEP8
  • 50410
Students with disabilities receiving one or more in-school suspension: 15 (male: 13, female: 2)
  • Hispanic: 8 (all male)
  • Black: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 8 (all male)
  • Section 504: 10 (male: 8, female: 2)

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

  • Hispanic2
  • Black4
  • LEP2
  • 5044
Students with disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 4 (male: 2, female: 2)

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

  • Hispanic2
  • Black4
  • LEP2
  • 5044
Students with disabilities receiving more than one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 4 (male: 2, female: 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.
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • Black: 2

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

2.4
State:

5.4

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)
  • Black: 2

Students with disabilities transferred to an alternative school for disciplinary reasons
Marcella Int School:

2.4
Texas:

5.9

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