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Moss Haven Elementary School in Dallas, 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 95
Address
 9202 MOSS FARM LN
Dallas, TX 75243
Telephone
(469) 593-2200
(make sure to verify first before calling)
Website
http://www.richardson.k12.tx.us/administration/sch
City-data.com school rating
95
Students
462
Classroom Teachers (FTE)
29.2
Free lunch eligible students
80
Reduced-price lunch
eligible students
9
School district
RICHARDSON 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:
Moss Haven Elementary School:

95
MERRIMAN PARK EL (1.1 miles):

84
LEE A MCSHAN JR EL (1.2 miles):

76
LAKE HIGHLANDS H S (1.1 miles):

52
FOREST MEADOW J H (0.5 miles):

40
STULTS ROAD EL (0.8 miles):

34
SKYVIEW EL (0.8 miles):

25
THURGOOD MARSHALL EL (1.2 miles):

20
EMMETT J CONRAD H S (1.4 miles):

18
Moss Haven Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Dallas County:

53
Dallas:

53
Moss Haven Elementary School:

95

Students & Teachers


Total enrollment:
Enrollment in 2016: 462
Enrollment in 2015: 438
Enrollment in 2014: 439
Enrollment in 2013: 440
Enrollment in 2012: 444
Enrollment in 2011: 453
Enrollment in 2010: 386
Enrollment in 2009: 390
Enrollment in 2008: 404
Enrollment in 2007: 409
Enrollment in 2006: 421
Enrollment in 2005: 395
Enrollment in 2004: 382
Enrollment in 2003: 478
Enrollment in 2002: 505
Enrollment in 2001: 484
Enrollment in 2000: 490
Enrollment in 1999: 541

Moss Haven Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05G06Total
All students277736567705652462
Female students133243728352223203
Male students144492839353429259
American Indian/Alaska Native students - - - - 2 - - 13
Asian students - 221132 - 11
Hispanic students - 5511372841
Black students - 221094168877
White students244535344424233313
Hawaiian Native/Pacific Islander students - 1 - - 1 - - - 2
Two or More Races students - 331222215

Enrollment by grade:
Pre-Kindergarten enrollment: 2
Kindergarten enrollment: 77
1st grade enrollment: 73
2nd grade enrollment: 65
3rd grade enrollment: 67
4th grade enrollment: 70
5th grade enrollment: 56
6th grade enrollment: 52

Moss Haven Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 203 (43.9%)
Moss Haven Elementary School:

43.9%
State:

49.0%
Male enrollment: 259 (56.1%)
Here:

56.1%
State:

50.1%

Moss Haven Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 3 (0.6%)
Moss Haven Elementary School:

0.6%
State:

0.4%
Asian enrollment: 11 (2.4%)
School:

2.4%
State:

3.1%
Hispanic enrollment: 41 (8.9%)
Moss Haven Elementary School:

8.9%
State:

46.9%
Black enrollment: 77 (16.7%)
School:

16.7%
Texas:

11.6%
White enrollment: 313 (67.7%)
Moss Haven Elementary School:

67.7%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.4%)
School:

0.4%
State:

0.1%
Two or More Races enrollment: 15 (3.2%)
Moss Haven Elementary School:

3.2%
Texas:

2.1%

Moss Haven Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 89 (19.3%)
School:

19.3%
Texas:

61.6%
Free lunch eligible students: 80 (17.3%)
Here:

17.3%
State:

55.4%
Reduced-price lunch eligible students: 9 (1.9%)
Moss Haven Elementary School:

1.9%
State:

6.2%

Moss Haven Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 29.2

Number of FTE teachers in their first year of teaching: 2
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 29
Number of FTE nurses: 1

Student/Teacher Ratio
Moss Haven Elementary School:

15.8
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,769,774
  • Full-time Equivalency Count of Teachers: 24.3 (Salary Expenditures: $1,412,326)
  • Full-time Equivalency Count of Instructional Aides: 0 (Salary Expenditures: $1,710)
  • Full-time Equivalency Count of Support Services Staff: 7.1 (Salary Expenditures: $254,607)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $101,131)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $333,371
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,294,106
  • Salary Expenditures for Teachers: $1,657,143
  • Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $126,252)
  • Full-time Equivalency Count of Support Services Staff: 9.9 (Salary Expenditures: $409,378)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $101,334)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $359,500

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic13
  • Asian4
  • Black2
  • IDEA7
Students Enrolled in LEP Programs: 19 (male: 9, female: 10)
  • Hispanic: 13 (male: 5, female: 8)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, 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

  • Hispanic8
  • Black26
  • White20
  • LEP4
Students with disabilities served under IDEA: 54 (male: 39, female: 15)
  • Hispanic: 8 (male: 4, female: 4)
  • Black: 26 (male: 19, female: 7)
  • White: 20 (male: 16, female: 4)
  • Limited English Proficiency (LEP): 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic4
  • American Indian2
  • White25
  • Multirace2
Students with disabilities served under Section 504: 33 (male: 18, female: 15)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • White: 25 (male: 14, female: 11)
  • Two or More Races: 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: 6 (male: 4, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Percent of Kindergarten students retained
School:

7.8%
Texas:

5.2%
Total number of students retained in 3rd grade: 2 (all male)
  • Two or More Races: 2

Percent of 3rd grade students retained
Moss Haven Elementary School:

3.0%
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

  • Hispanic7
  • Asian4
  • Black2
  • White61
  • Multirace2
  • IDEA2
Gifted and Talented Student Enrollment: 76 (male: 41, female: 35)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 61 (male: 35, female: 26)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

164.5
State:

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)

  • All1,578
  • Males1,606
  • Females1,536
  • Hispanic1,518
  • Black1,372
  • White1,617
  • Multirace1,542
Math Average Scale Score:

1,578
State:

1,453
Math students tested: 69
Math # Answer Documents Submitted: 69

Math Avg Items Correct:
  • Reporting Category 1: 6.5 (82%)
  • Reporting Category 2: 10 (77%)
  • Reporting Category 3: 5.4 (78%)
  • Reporting Category 4: 3.2 (80%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 55%

13%
16%
16%
55%
Males: (Average Scale Score: 1,606, Tested: 41, Did Not Meet Grade Level Performance: 10%, Approaches: 14%, Meets: 15%, Masters: 61%)
10%
14%
15%
61%
Females: (Average Scale Score: 1,536, Tested: 28, Did Not Meet Grade Level Performance: 18%, Approaches: 18%, Meets: 18%, Masters: 46%)
18%
18%
18%
46%
Hispanic: (Average Scale Score: 1,518, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 50%, Meets: 0%, Masters: 25%)
25%
50%
25%
Black: (Average Scale Score: 1,372, Tested: 7, Did Not Meet Grade Level Performance: 57%, Approaches: 14%, Meets: 15%, Masters: 14%)
57%
14%
15%
14%
White: (Average Scale Score: 1,617, Tested: 47, Did Not Meet Grade Level Performance: 4%, Approaches: 13%, Meets: 19%, Masters: 64%)
4%
13%
19%
64%
Multirace: (Average Scale Score: 1,542, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 0%, Meets: 20%, Masters: 60%)
20%
20%
60%

    Reading Average Scale Score
    (3rd Grade)

  • All1,546
  • Males1,561
  • Females1,524
  • Hispanic1,448
  • Black1,334
  • White1,587
  • Multirace1,562
Reading Average Scale Score:

1,546
State:

1,423
Reading students tested: 69
Reading # Answer Documents Submitted: 69

Reading Avg Items Correct:
  • Reporting Category 1: 4.4 (88%)
  • Reporting Category 2: 11.9 (79%)
  • Reporting Category 3: 10.4 (75%)

Did Not Meet Grade Level Performance: 14%
Approaches Grade Level Performance: 14%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 61%

14%
14%
11%
61%
Males: (Average Scale Score: 1,561, Tested: 41, Did Not Meet Grade Level Performance: 12%, Approaches: 10%, Meets: 12%, Masters: 66%)
12%
10%
12%
66%
Females: (Average Scale Score: 1,524, Tested: 28, Did Not Meet Grade Level Performance: 18%, Approaches: 18%, Meets: 10%, Masters: 54%)
18%
18%
10%
54%
Hispanic: (Average Scale Score: 1,448, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 37%, Meets: 13%, Masters: 25%)
25%
37%
13%
25%
Black: (Average Scale Score: 1,334, Tested: 7, Did Not Meet Grade Level Performance: 71%, Approaches: 15%, Meets: 0%, Masters: 14%)
71%
15%
14%
White: (Average Scale Score: 1,587, Tested: 47, Did Not Meet Grade Level Performance: 4%, Approaches: 11%, Meets: 13%, Masters: 72%)
4%
11%
13%
72%
Multirace: (Average Scale Score: 1,562, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 0%, Meets: 20%, Masters: 60%)
20%
20%
60%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,661
  • Males1,610
  • Females1,719
  • Black1,416
  • White1,715
Math Average Scale Score:

1,661
State:

1,546
Math students tested: 68
Math # Answer Documents Submitted: 68

Math Avg Items Correct:
  • Reporting Category 1: 7 (78%)
  • Reporting Category 2: 8.2 (75%)
  • Reporting Category 3: 7.8 (78%)
  • Reporting Category 4: 3.1 (78%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 13%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 53%

16%
13%
18%
53%
Males: (Average Scale Score: 1,610, Tested: 36, Did Not Meet Grade Level Performance: 25%, Approaches: 17%, Meets: 22%, Masters: 36%)
25%
17%
22%
36%
Females: (Average Scale Score: 1,719, Tested: 32, Did Not Meet Grade Level Performance: 6%, Approaches: 10%, Meets: 12%, Masters: 72%)
6%
10%
12%
72%
Black: (Average Scale Score: 1,416, Tested: 11, Did Not Meet Grade Level Performance: 82%, Approaches: 9%, Meets: 0%, Masters: 9%)
82%
9%
9%
White: (Average Scale Score: 1,715, Tested: 50, Did Not Meet Grade Level Performance: 2%, Approaches: 16%, Meets: 16%, Masters: 66%)
2%
16%
16%
66%

    Reading Average Scale Score
    (4th Grade)

  • All1,615
  • Males1,558
  • Females1,678
  • Black1,392
  • White1,661
Reading Average Scale Score:

1,615
Texas:

1,496
Reading students tested: 68
Reading # Answer Documents Submitted: 68

Reading Avg Items Correct:
  • Reporting Category 1: 6.4 (80%)
  • Reporting Category 2: 11.5 (76%)
  • Reporting Category 3: 10.1 (77%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 10%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 59%

16%
10%
15%
59%
Males: (Average Scale Score: 1,558, Tested: 36, Did Not Meet Grade Level Performance: 19%, Approaches: 17%, Meets: 20%, Masters: 44%)
19%
17%
20%
44%
Females: (Average Scale Score: 1,678, Tested: 32, Did Not Meet Grade Level Performance: 13%, Approaches: 4%, Meets: 9%, Masters: 75%)
13%
4%
9%
75%
Black: (Average Scale Score: 1,392, Tested: 11, Did Not Meet Grade Level Performance: 64%, Approaches: 9%, Meets: 9%, Masters: 18%)
64%
9%
9%
18%
White: (Average Scale Score: 1,661, Tested: 50, Did Not Meet Grade Level Performance: 6%, Approaches: 12%, Meets: 14%, Masters: 68%)
6%
12%
14%
68%

    Writing Average Scale Score
    (4th Grade)

  • All4,119
  • Males3,939
  • Females4,317
  • Black3,160
  • White4,315
Writing Average Scale Score:

4,119
Texas:

3,570
Writing students tested: 67
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 68

Writing Avg Items Correct:
  • Reporting Category 1: 4.7 (59%)
  • Reporting Category 2: 5.4 (67%)
  • Reporting Category 3: 11.7 (73%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 18%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 31%

21%
18%
30%
31%
Males: (Average Scale Score: 3,939, Tested: 35, Did Not Meet Grade Level Performance: 31%, Approaches: 20%, Meets: 23%, Masters: 26%)
31%
20%
23%
26%
Females: (Average Scale Score: 4,317, Tested: 32, Did Not Meet Grade Level Performance: 9%, Approaches: 16%, Meets: 37%, Masters: 38%)
9%
16%
37%
38%
Black: (Average Scale Score: 3,160, Tested: 11, Did Not Meet Grade Level Performance: 73%, Approaches: 9%, Meets: 18%, Masters: 0%)
73%
9%
18%
White: (Average Scale Score: 4,315, Tested: 49, Did Not Meet Grade Level Performance: 10%, Approaches: 21%, Meets: 34%, Masters: 35%)
10%
21%
34%
35%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,732
  • Males1,724
  • Females1,742
  • Hispanic1,660
  • Black1,548
  • White1,775
Math Average Scale Score:

1,732
Texas:

1,603
Math students tested: 70
Math # Answer Documents Submitted: 70

Math Avg Items Correct:
  • Reporting Category 1: 5 (83%)
  • Reporting Category 2: 13.6 (80%)
  • Reporting Category 3: 7.4 (82%)
  • Reporting Category 4: 3.1 (77%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 9%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 67%

7%
9%
17%
67%
Males: (Average Scale Score: 1,724, Tested: 40, Did Not Meet Grade Level Performance: 5%, Approaches: 12%, Meets: 18%, Masters: 65%)
5%
12%
18%
65%
Females: (Average Scale Score: 1,742, Tested: 30, Did Not Meet Grade Level Performance: 10%, Approaches: 3%, Meets: 17%, Masters: 70%)
10%
3%
17%
70%
Hispanic: (Average Scale Score: 1,660, Tested: 10, Did Not Meet Grade Level Performance: 10%, Approaches: 30%, Meets: 20%, Masters: 40%)
10%
30%
20%
40%
Black: (Average Scale Score: 1,548, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 13%, Meets: 25%, Masters: 25%)
38%
13%
25%
25%
White: (Average Scale Score: 1,775, Tested: 48, Did Not Meet Grade Level Performance: 2%, Approaches: 4%, Meets: 15%, Masters: 79%)
2%
4%
15%
79%

    Reading Average Scale Score
    (5th Grade)

  • All1,691
  • Males1,670
  • Females1,720
  • Hispanic1,532
  • Black1,514
  • White1,752
Reading Average Scale Score:

1,691
Texas:

1,546
Reading students tested: 70
Reading # Answer Documents Submitted: 70

Reading Avg Items Correct:
  • Reporting Category 1: 6.5 (81%)
  • Reporting Category 2: 13.3 (83%)
  • Reporting Category 3: 10.9 (78%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 8%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 60%

13%
8%
19%
60%
Males: (Average Scale Score: 1,670, Tested: 40, Did Not Meet Grade Level Performance: 15%, Approaches: 12%, Meets: 15%, Masters: 58%)
15%
12%
15%
58%
Females: (Average Scale Score: 1,720, Tested: 30, Did Not Meet Grade Level Performance: 10%, Approaches: 3%, Meets: 24%, Masters: 63%)
10%
3%
24%
63%
Hispanic: (Average Scale Score: 1,532, Tested: 10, Did Not Meet Grade Level Performance: 30%, Approaches: 20%, Meets: 30%, Masters: 20%)
30%
20%
30%
20%
Black: (Average Scale Score: 1,514, Tested: 8, Did Not Meet Grade Level Performance: 50%, Approaches: 0%, Meets: 25%, Masters: 25%)
50%
25%
25%
White: (Average Scale Score: 1,752, Tested: 48, Did Not Meet Grade Level Performance: 4%, Approaches: 6%, Meets: 17%, Masters: 73%)
4%
6%
17%
73%

    Science Average Scale Score
    (5th Grade)

  • All4,232
  • Males4,172
  • Females4,316
  • Hispanic3,779
  • Black3,757
  • White4,378
Science Average Scale Score:

4,232
Texas:

3,771
Science students tested: 68
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 69

Science Avg Items Correct:
  • Reporting Category 1: 4.7 (79%)
  • Reporting Category 2: 6.5 (82%)
  • Reporting Category 3: 8.2 (82%)
  • Reporting Category 4: 9.9 (82%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 9%
Meets Grade Level Performance: 39%
Masters Grade Level Performance: 43%

9%
9%
39%
43%
Males: (Average Scale Score: 4,172, Tested: 40, Did Not Meet Grade Level Performance: 10%, Approaches: 12%, Meets: 43%, Masters: 35%)
10%
12%
43%
35%
Females: (Average Scale Score: 4,316, Tested: 28, Did Not Meet Grade Level Performance: 7%, Approaches: 4%, Meets: 35%, Masters: 54%)
7%
4%
35%
54%
Hispanic: (Average Scale Score: 3,779, Tested: 10, Did Not Meet Grade Level Performance: 30%, Approaches: 20%, Meets: 30%, Masters: 20%)
30%
20%
30%
20%
Black: (Average Scale Score: 3,757, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 0%, Meets: 50%, Masters: 17%)
33%
50%
17%
White: (Average Scale Score: 4,378, Tested: 48, Did Not Meet Grade Level Performance: 2%, Approaches: 8%, Meets: 40%, Masters: 50%)
2%
8%
40%
50%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,757
  • Males1,706
  • Females1,808
  • Hispanic1,747
  • Black1,637
  • White1,787
Math Average Scale Score:

1,757
Texas:

1,546
Math students tested: 58
Math # Answer Documents Submitted: 59

Math Avg Items Correct:
  • Reporting Category 1: 7.3 (73%)
  • Reporting Category 2: 11.1 (74%)
  • Reporting Category 3: 4.5 (75%)
  • Reporting Category 4: 5.1 (73%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 52%

7%
22%
19%
52%
Males: (Average Scale Score: 1,706, Tested: 29, Did Not Meet Grade Level Performance: 7%, Approaches: 31%, Meets: 28%, Masters: 34%)
7%
31%
28%
34%
Females: (Average Scale Score: 1,808, Tested: 29, Did Not Meet Grade Level Performance: 7%, Approaches: 14%, Meets: 10%, Masters: 69%)
7%
14%
10%
69%
Hispanic: (Average Scale Score: 1,747, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 40%, Meets: 0%, Masters: 60%)
40%
60%
Black: (Average Scale Score: 1,637, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 50%, Meets: 0%, Masters: 25%)
25%
50%
25%
White: (Average Scale Score: 1,787, Tested: 40, Did Not Meet Grade Level Performance: 3%, Approaches: 15%, Meets: 25%, Masters: 58%)
3%
15%
25%
58%

    Reading Average Scale Score
    (6th Grade)

  • All1,714
  • Males1,656
  • Females1,773
  • Hispanic1,736
  • Black1,591
  • White1,735
Reading Average Scale Score:

1,714
Texas:

1,457
Reading students tested: 58
Reading # Answer Documents Submitted: 59

Reading Avg Items Correct:
  • Reporting Category 1: 6.4 (80%)
  • Reporting Category 2: 14.1 (83%)
  • Reporting Category 3: 12.2 (81%)

Did Not Meet Grade Level Performance: 14%
Approaches Grade Level Performance: 10%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 55%

14%
10%
21%
55%
Males: (Average Scale Score: 1,656, Tested: 29, Did Not Meet Grade Level Performance: 17%, Approaches: 21%, Meets: 24%, Masters: 38%)
17%
21%
24%
38%
Females: (Average Scale Score: 1,773, Tested: 29, Did Not Meet Grade Level Performance: 10%, Approaches: 0%, Meets: 18%, Masters: 72%)
10%
18%
72%
Hispanic: (Average Scale Score: 1,736, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 0%, Meets: 0%, Masters: 80%)
20%
80%
Black: (Average Scale Score: 1,591, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 13%, Meets: 12%, Masters: 38%)
38%
13%
12%
38%
White: (Average Scale Score: 1,735, Tested: 40, Did Not Meet Grade Level Performance: 8%, Approaches: 13%, Meets: 25%, Masters: 55%)
8%
13%
25%
55%

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

  • Hispanic2
  • Asian2
  • Black19
  • White10
  • Multirace2
  • IDEA10
  • 5044
Chronic Student Absenteeism: 35 (male: 15, female: 20)
  • Hispanic: 2 (all male)
  • Asian: 2 (all female)
  • Black: 19 (male: 8, female: 11)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

75.8
Texas:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Moss Haven Elementary School:

8.7
State:

6.8

Suspensions:
Show data for

(State average from 3,231 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.
School days missed due to out-of-school suspension: 22 (male: 21, female: 1)
  • Black: 19 (all male)
  • White: 3 (male: 2, female: 1)
  • Individuals With Disabilities Education Act (IDEA): 20 (all male)
Instances of out-of-school suspension (Students without disabilities): 2

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

4.3
State:

102.7
Students without disabilities receiving one or more in-school suspension: 2 (all female)
  • White: 2
Students without disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • White: 4 (male: 2, 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)
Here:

32.5
Texas:

27.5
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Black: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Students with disabilities receiving more than one out-of-school suspension: 5 (all male)
  • Black: 5

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
School:

4.3
Texas:

10.5

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