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Moore 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 56
Address
 6121 DURANT
Corpus Christi, TX 78414
Telephone
(361) 878-2660
(make sure to verify first before calling)
City-data.com school rating
56
Students
650
Classroom Teachers (FTE)
34.7
Free lunch eligible students
439
School district
CORPUS CHRISTI 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:
FAYE WEBB EL (1.0 miles):

96
WOODLAWN EL (2.0 miles):

90
SMITH EL (1.6 miles):

88
KOLDA EL (1.9 miles):

86
KAFFIE MIDDLE (1.2 miles):

76
BARNES EL (1.8 miles):

67
CLUB ESTATES (1.4 miles):

66
Moore Elementary School:

56
HAAS MIDDLE (1.9 miles):

21
Moore Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Nueces County:

54
Corpus Christi:

52
Moore Elementary School:

56

Students & Teachers


Total enrollment:
Enrollment in 2016: 650
Enrollment in 2015: 598
Enrollment in 2014: 636
Enrollment in 2013: 679
Enrollment in 2012: 618
Enrollment in 2011: 604
Enrollment in 2010: 586
Enrollment in 2009: 533
Enrollment in 2008: 549
Enrollment in 2007: 619
Enrollment in 2006: 672
Enrollment in 2005: 620
Enrollment in 2004: 595
Enrollment in 2003: 666
Enrollment in 2002: 665
Enrollment in 2001: 624
Enrollment in 2000: 694
Enrollment in 1999: 690

Moore Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students48971121179410082650
Female students19515854455149327
Male students29465463494933323
Asian students - 22 - - 5211
Hispanic students40839188736857500
Black students - 351086537
White students79131812211797
Two or More Races students1 - 111 - 15

Enrollment by grade:
Pre-Kindergarten enrollment: 48
Kindergarten enrollment: 97
1st grade enrollment: 112
2nd grade enrollment: 117
3rd grade enrollment: 94
4th grade enrollment: 100
5th grade enrollment: 82

Moore Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 327 (50.3%)
Here:

50.3%
State:

49.0%
Male enrollment: 323 (49.7%)
School:

49.7%
State:

50.1%

Moore Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 11 (1.7%)
Here:

1.7%
Texas:

3.1%
Hispanic enrollment: 500 (76.9%)
School:

76.9%
State:

46.9%
Black enrollment: 37 (5.7%)
Here:

5.7%
Texas:

11.6%
White enrollment: 97 (14.9%)
Here:

14.9%
State:

32.3%
Two or More Races enrollment: 5 (0.8%)
Here:

0.8%
Texas:

2.1%

Moore Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 439 (67.5%)
Moore Elementary School:

67.5%
State:

61.6%
Free lunch eligible students: 439 (67.5%)
Moore Elementary School:

67.5%
State:

55.4%
Reduced-price lunch eligible students: 0 (0.0%)
Here:

0.0%
Texas:

6.2%

Moore Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 34.7

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 17
Number of FTE nurses: 2

Student/Teacher Ratio
Here:

18.7
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,065,034
  • Full-time Equivalency Count of Teachers: 34.5 (Salary Expenditures: $1,649,593)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $66,633)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $201,003)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $147,804)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $125,726
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $529,399
  • Salary Expenditures for Teachers: $1,824,031
  • Full-time Equivalency Count of Instructional Aides: 7 (Salary Expenditures: $131,809)
  • Full-time Equivalency Count of Support Services Staff: 7 (Salary Expenditures: $249,785)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $147,804)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $149,291

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic31
  • Asian2
  • Native Hawaiian2
  • White4
  • IDEA4
Students Enrolled in LEP Programs: 39 (male: 21, female: 18)
  • Hispanic: 31 (male: 17, female: 14)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 4 (male: 2, 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: 45 (male: 35, female: 10)
  • Hispanic: 41 (male: 31, female: 10)
  • White: 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic31
  • Black2
  • White7
  • Multirace2
  • LEP2
Students with disabilities served under Section 504: 42 (male: 25, female: 17)
  • Hispanic: 31 (male: 20, female: 11)
  • Black: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)

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)

Percent of Kindergarten students retained
School:

4.1%
State:

5.2%

    Total number of students retained in 1st grade

  • Hispanic7
  • Black2
  • White2
  • LEP2
  • IDEA4
  • 5042
Total number of students retained in 1st grade: 11 (male: 5, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all female)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 2 (all female)

Percent of 1st grade students retained
Moore Elementary School:

9.8%
State:

6.1%
Total number of students retained in 2nd grade: 9 (all male)
  • Hispanic: 5
  • White: 2
  • Two or More Races: 2

Percent of 2nd grade students retained
Moore Elementary School:

7.7%
State:

4.8%
Total number of students retained in 3rd grade: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Section 504: 2 (all female)

Percent of 3rd grade students retained
Moore Elementary School:

6.4%
Texas:

4.1%
Total number of students retained in 4th grade: 2 (all male)
  • Hispanic: 2

Percent of 4th grade students retained
Moore Elementary School:

2.0%
Texas:

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)

  • All1,460
  • Males1,462
  • Females1,457
  • Hispanic1,459
  • Black1,464
  • White1,467
Math Average Scale Score:

1,460
State:

1,453
Math students tested: 95
Math # Answer Documents Submitted: 95

Math Avg Items Correct:
  • Reporting Category 1: 6 (75%)
  • Reporting Category 2: 8.1 (62%)
  • Reporting Category 3: 4.3 (62%)
  • Reporting Category 4: 2.7 (69%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 17%

20%
36%
27%
17%
Males: (Average Scale Score: 1,462, Tested: 48, Did Not Meet Grade Level Performance: 17%, Approaches: 37%, Meets: 33%, Masters: 13%)
17%
37%
33%
13%
Females: (Average Scale Score: 1,457, Tested: 47, Did Not Meet Grade Level Performance: 23%, Approaches: 34%, Meets: 22%, Masters: 21%)
23%
34%
22%
21%
Hispanic: (Average Scale Score: 1,459, Tested: 76, Did Not Meet Grade Level Performance: 21%, Approaches: 36%, Meets: 25%, Masters: 18%)
21%
36%
25%
18%
Black: (Average Scale Score: 1,464, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 29%, Meets: 57%, Masters: 0%)
14%
29%
57%
White: (Average Scale Score: 1,467, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 45%, Meets: 33%, Masters: 11%)
11%
45%
33%
11%

    Reading Average Scale Score
    (3rd Grade)

  • All1,407
  • Males1,394
  • Females1,420
  • Hispanic1,409
  • Black1,391
  • White1,408
Reading Average Scale Score:

1,407
State:

1,423
Reading students tested: 95
Reading # Answer Documents Submitted: 95

Reading Avg Items Correct:
  • Reporting Category 1: 4 (80%)
  • Reporting Category 2: 8.8 (59%)
  • Reporting Category 3: 8.7 (62%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 52%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 14%

23%
52%
11%
14%
Males: (Average Scale Score: 1,394, Tested: 48, Did Not Meet Grade Level Performance: 25%, Approaches: 60%, Meets: 5%, Masters: 10%)
25%
60%
5%
10%
Females: (Average Scale Score: 1,420, Tested: 47, Did Not Meet Grade Level Performance: 21%, Approaches: 43%, Meets: 19%, Masters: 17%)
21%
43%
19%
17%
Hispanic: (Average Scale Score: 1,409, Tested: 76, Did Not Meet Grade Level Performance: 24%, Approaches: 52%, Meets: 8%, Masters: 16%)
24%
52%
8%
16%
Black: (Average Scale Score: 1,391, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 28%, Meets: 43%, Masters: 0%)
29%
28%
43%
White: (Average Scale Score: 1,408, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 67%, Meets: 11%, Masters: 11%)
11%
67%
11%
11%
3rd Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1

Reading students tested: 1
Reading # Answer Documents Submitted: 1

4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,551
  • Males1,556
  • Females1,546
  • Hispanic1,549
  • Black1,538
  • White1,591
Math Average Scale Score:

1,551
Texas:

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

Math Avg Items Correct:
  • Reporting Category 1: 6.1 (67%)
  • Reporting Category 2: 6.9 (63%)
  • Reporting Category 3: 6 (60%)
  • Reporting Category 4: 2.6 (66%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 22%

26%
36%
16%
22%
Males: (Average Scale Score: 1,556, Tested: 50, Did Not Meet Grade Level Performance: 28%, Approaches: 34%, Meets: 16%, Masters: 22%)
28%
34%
16%
22%
Females: (Average Scale Score: 1,546, Tested: 50, Did Not Meet Grade Level Performance: 24%, Approaches: 38%, Meets: 16%, Masters: 22%)
24%
38%
16%
22%
Hispanic: (Average Scale Score: 1,549, Tested: 78, Did Not Meet Grade Level Performance: 29%, Approaches: 33%, Meets: 15%, Masters: 23%)
29%
33%
15%
23%
Black: (Average Scale Score: 1,538, Tested: 11, Did Not Meet Grade Level Performance: 18%, Approaches: 46%, Meets: 18%, Masters: 18%)
18%
46%
18%
18%
White: (Average Scale Score: 1,591, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 62%, Meets: 25%, Masters: 13%)
62%
25%
13%

    Reading Average Scale Score
    (4th Grade)

  • All1,471
  • Males1,478
  • Females1,464
  • Hispanic1,471
  • Black1,452
  • White1,474
Reading Average Scale Score:

1,471
State:

1,496
Reading students tested: 100
Reading # Answer Documents Submitted: 100

Reading Avg Items Correct:
  • Reporting Category 1: 5.3 (66%)
  • Reporting Category 2: 8.8 (58%)
  • Reporting Category 3: 7.6 (59%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 9%

36%
39%
16%
9%
Males: (Average Scale Score: 1,478, Tested: 50, Did Not Meet Grade Level Performance: 36%, Approaches: 40%, Meets: 12%, Masters: 12%)
36%
40%
12%
12%
Females: (Average Scale Score: 1,464, Tested: 50, Did Not Meet Grade Level Performance: 36%, Approaches: 38%, Meets: 20%, Masters: 6%)
36%
38%
20%
6%
Hispanic: (Average Scale Score: 1,471, Tested: 78, Did Not Meet Grade Level Performance: 36%, Approaches: 41%, Meets: 14%, Masters: 9%)
36%
41%
14%
9%
Black: (Average Scale Score: 1,452, Tested: 11, Did Not Meet Grade Level Performance: 45%, Approaches: 28%, Meets: 18%, Masters: 9%)
45%
28%
18%
9%
White: (Average Scale Score: 1,474, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 38%, Meets: 12%, Masters: 13%)
38%
38%
12%
13%

    Writing Average Scale Score
    (4th Grade)

  • All3,638
  • Males3,561
  • Females3,715
  • Hispanic3,656
  • Black3,542
  • White3,565
Writing Average Scale Score:

3,638
Texas:

3,570
Writing students tested: 100
Writing # Answer Documents Submitted: 100

Writing Avg Items Correct:
  • Reporting Category 1: 3.8 (48%)
  • Reporting Category 2: 3.3 (42%)
  • Reporting Category 3: 10.9 (68%)

Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 7%

40%
35%
18%
7%
Males: (Average Scale Score: 3,561, Tested: 50, Did Not Meet Grade Level Performance: 46%, Approaches: 38%, Meets: 12%, Masters: 4%)
46%
38%
12%
4%
Females: (Average Scale Score: 3,715, Tested: 50, Did Not Meet Grade Level Performance: 34%, Approaches: 32%, Meets: 24%, Masters: 10%)
34%
32%
24%
10%
Hispanic: (Average Scale Score: 3,656, Tested: 78, Did Not Meet Grade Level Performance: 37%, Approaches: 39%, Meets: 18%, Masters: 6%)
37%
39%
18%
6%
Black: (Average Scale Score: 3,542, Tested: 11, Did Not Meet Grade Level Performance: 45%, Approaches: 28%, Meets: 18%, Masters: 9%)
45%
28%
18%
9%
White: (Average Scale Score: 3,565, Tested: 8, Did Not Meet Grade Level Performance: 63%, Approaches: 13%, Meets: 12%, Masters: 13%)
63%
13%
12%
13%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,629
  • Males1,622
  • Females1,636
  • Hispanic1,631
  • Black1,576
  • White1,661
Math Average Scale Score:

1,629
State:

1,603
Math students tested: 74
Math # Answer Documents Submitted: 74

Math Avg Items Correct:
  • Reporting Category 1: 4 (66%)
  • Reporting Category 2: 11.7 (69%)
  • Reporting Category 3: 6.4 (71%)
  • Reporting Category 4: 2.6 (66%)

Did Not Meet Grade Level Performance: 14%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 26%

14%
28%
32%
26%
Males: (Average Scale Score: 1,622, Tested: 38, Did Not Meet Grade Level Performance: 11%, Approaches: 34%, Meets: 34%, Masters: 21%)
11%
34%
34%
21%
Females: (Average Scale Score: 1,636, Tested: 36, Did Not Meet Grade Level Performance: 17%, Approaches: 22%, Meets: 30%, Masters: 31%)
17%
22%
30%
31%
Hispanic: (Average Scale Score: 1,631, Tested: 61, Did Not Meet Grade Level Performance: 11%, Approaches: 30%, Meets: 33%, Masters: 26%)
11%
30%
33%
26%
Black: (Average Scale Score: 1,576, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 50%, Meets: 16%, Masters: 17%)
17%
50%
16%
17%
White: (Average Scale Score: 1,661, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 0%, Meets: 34%, Masters: 33%)
33%
34%
33%

    Reading Average Scale Score
    (5th Grade)

  • All1,562
  • Males1,540
  • Females1,585
  • Hispanic1,552
  • Black1,618
  • White1,603
Reading Average Scale Score:

1,562
State:

1,546
Reading students tested: 74
Reading # Answer Documents Submitted: 74

Reading Avg Items Correct:
  • Reporting Category 1: 5.7 (71%)
  • Reporting Category 2: 11.3 (71%)
  • Reporting Category 3: 9.2 (66%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 35%
Masters Grade Level Performance: 15%

19%
31%
35%
15%
Males: (Average Scale Score: 1,540, Tested: 38, Did Not Meet Grade Level Performance: 26%, Approaches: 32%, Meets: 29%, Masters: 13%)
26%
32%
29%
13%
Females: (Average Scale Score: 1,585, Tested: 36, Did Not Meet Grade Level Performance: 11%, Approaches: 31%, Meets: 41%, Masters: 17%)
11%
31%
41%
17%
Hispanic: (Average Scale Score: 1,552, Tested: 61, Did Not Meet Grade Level Performance: 20%, Approaches: 32%, Meets: 35%, Masters: 13%)
20%
32%
35%
13%
Black: (Average Scale Score: 1,618, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 50%, Masters: 17%)
33%
50%
17%
White: (Average Scale Score: 1,603, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 0%, Meets: 34%, Masters: 33%)
33%
34%
33%

    Science Average Scale Score
    (5th Grade)

  • All3,749
  • Males3,729
  • Females3,768
  • Hispanic3,721
  • Black3,798
  • White4,040
Science Average Scale Score:

3,749
State:

3,771
Science students tested: 74
Science # Answer Documents Submitted: 74

Science Avg Items Correct:
  • Reporting Category 1: 4.1 (68%)
  • Reporting Category 2: 5.7 (72%)
  • Reporting Category 3: 6.1 (61%)
  • Reporting Category 4: 8.2 (68%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 53%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 7%

23%
53%
17%
7%
Males: (Average Scale Score: 3,729, Tested: 37, Did Not Meet Grade Level Performance: 27%, Approaches: 46%, Meets: 19%, Masters: 8%)
27%
46%
19%
8%
Females: (Average Scale Score: 3,768, Tested: 37, Did Not Meet Grade Level Performance: 19%, Approaches: 59%, Meets: 17%, Masters: 5%)
19%
59%
17%
5%
Hispanic: (Average Scale Score: 3,721, Tested: 62, Did Not Meet Grade Level Performance: 26%, Approaches: 50%, Meets: 19%, Masters: 5%)
26%
50%
19%
5%
Black: (Average Scale Score: 3,798, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 66%, Meets: 17%, Masters: 0%)
17%
66%
17%
White: (Average Scale Score: 4,040, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 60%, Meets: 0%, Masters: 40%)
60%
40%
5th Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1

Reading students tested: 1
Reading # Answer Documents Submitted: 1

Science students tested: 1
Science # Answer Documents Submitted: 1

Health & Safety


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.
Allegations of harassment or bullying on the basis of sex: 11
Allegations of harassment or bullying on the basis of sex per 1,000 students
Moore Elementary School:

16.9
State:

2.5
Students reported as harassed or bullied on the basis of sex: 4 (all female)
  • Hispanic: 2
  • White: 2

    Students disciplined for bullying or harassment on the basis of sex

  • Hispanic2
  • Black2
  • White2
  • Multirace2
Students disciplined for bullying or harassment on the basis of sex: 8 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2
  • Two or More Races: 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

  • Hispanic64
  • Black7
  • White13
  • Multirace2
  • LEP2
  • IDEA4
  • 5044
Chronic Student Absenteeism: 86 (male: 35, female: 51)
  • Hispanic: 64 (male: 26, female: 38)
  • Black: 7 (male: 2, female: 5)
  • White: 13 (male: 5, female: 8)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

132.3
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

  • Hispanic27
  • Black3
  • White1
  • Multirace3
  • IDEA3
  • 5041
School days missed due to out-of-school suspension: 34 (male: 26, female: 8)
  • Hispanic: 27 (male: 19, female: 8)
  • Black: 3 (all male)
  • White: 1 (all male)
  • Two or More Races: 3 (all male)
  • Individuals With Disabilities Education Act (IDEA): 3 (all male)
  • Section 504: 1 (all female)
Instances of out-of-school suspension (All preschool students): 2

Instances of out-of-school suspension per 1,000 students (All preschool students)
Moore Elementary School:

3.1
State:

1.4
Instances of out-of-school suspension (Students without disabilities): 23

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

35.4
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 14 (male: 12, female: 2)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 7 (all male)
  • Hispanic: 5
  • White: 2
Students without disabilities receiving more than one out-of-school suspension: 8 (male: 6, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Two or More Races: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 3

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

4.6
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 1

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

1.5
Texas:

12.0
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 2
  • Section 504: 4
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2

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