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Norris Elementary School in Frisco, TX
(KG-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 99
Address
 10101 SHEPTON LN
Frisco, TX 75035
Telephone
(469) 633-4075
(make sure to verify first before calling)
City-data.com school rating
99
Students
567
Classroom Teachers (FTE)
35.3
Free lunch eligible students
10
Reduced-price lunch
eligible students
4
School district
FRISCO 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:
MCSPEDDEN EL (1.5 miles):

100
ASHLEY EL (0.8 miles):

99
Norris Elementary School:

99
NELSON MIDDLE (0.3 miles):

98
ROACH MIDDLE (1.5 miles):

97
LIBERTY H S (1.6 miles):

95
OGLE EL (1.2 miles):

93
INDEPENDENCE H S (0.4 miles):

87
HERITAGE H S (1.2 miles):

87
Norris Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Collin County:

81
Frisco:

90
Norris Elementary School:

99

Students & Teachers


Total enrollment:
Enrollment in 2016: 567

Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students112106102969160567
Female students465647475526277
Male students665055493634290
American Indian/Alaska Native students1111116
Asian students615662554935318
Hispanic students64269229
Black students588118545
White students383525222316159
Hawaiian Native/Pacific Islander students - - - 1 - - 1
Two or More Races students124 - 119

Enrollment by grade:
Kindergarten enrollment: 112
1st grade enrollment: 106
2nd grade enrollment: 102
3rd grade enrollment: 96
4th grade enrollment: 91
5th grade enrollment: 60

Norris Elementary School - Enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 277 (48.9%)
School:

48.9%
Texas:

49.0%
Male enrollment: 290 (51.1%)
Here:

51.1%
State:

50.1%

Norris Elementary School - Enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 6 (1.1%)
Norris Elementary School:

1.1%
Texas:

0.4%
Asian enrollment: 318 (56.1%)
School:

56.1%
Texas:

3.1%
Hispanic enrollment: 29 (5.1%)
Norris Elementary School:

5.1%
Texas:

46.9%
Black enrollment: 45 (7.9%)
School:

7.9%
State:

11.6%
White enrollment: 159 (28.0%)
School:

28.0%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.2%)
School:

0.2%
State:

0.1%
Two or More Races enrollment: 9 (1.6%)
Here:

1.6%
Texas:

2.1%

Norris Elementary School - Enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 14 (2.5%)
Norris Elementary School:

2.5%
State:

61.6%
Free lunch eligible students: 10 (1.8%)
School:

1.8%
Texas:

55.4%
Reduced-price lunch eligible students: 4 (0.7%)
Here:

0.7%
State:

6.2%

Norris Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 35.3

Number of FTE teachers in their first year of teaching: 3.9
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 6
Number of FTE nurses: 1

Student/Teacher Ratio
School:

16.1
State:

15.6

School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,119,205
  • Full-time Equivalency Count of Teachers: 35.3 (Salary Expenditures: $1,720,191)
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $47,767)
  • Full-time Equivalency Count of Support Services Staff: 5.5 (Salary Expenditures: $203,329)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $147,918)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $78,716
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,256,520
  • Salary Expenditures for Teachers: $1,826,031
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $47,767)
  • Full-time Equivalency Count of Support Services Staff: 4.3 (Salary Expenditures: $234,804)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $147,918)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $78,716

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic2
  • Asian40
  • Black4
  • White4
  • IDEA7
Students Enrolled in LEP Programs: 50 (male: 32, female: 18)
  • Hispanic: 2 (all male)
  • Asian: 40 (male: 26, female: 14)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • 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

  • Hispanic4
  • Asian14
  • White11
  • LEP7
Students with disabilities served under IDEA: 29 (male: 17, female: 12)
  • Hispanic: 4 (all female)
  • Asian: 14 (male: 10, female: 4)
  • White: 11 (male: 7, female: 4)
  • Limited English Proficiency (LEP): 7 (all male)

    Students with disabilities served under Section 504

  • Hispanic2
  • Asian5
  • Black4
  • White13
  • LEP2
Students with disabilities served under Section 504: 24 (male: 17, female: 7)
  • Hispanic: 2 (all male)
  • Asian: 5 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)

Retention:
Show data for

(State average from 3,162 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 1st grade: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 1st grade students retained
Norris Elementary School:

1.9%
Texas:

6.1%

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

  • Asian43
  • Black2
  • White7
  • Multirace2
Gifted and Talented Student Enrollment: 54 (male: 27, female: 27)
  • Asian: 43 (male: 23, female: 20)
  • Black: 2 (all female)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)

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

95.2
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)

  • All1,559
  • Males1,584
  • Females1,530
  • Hispanic1,433
  • Asian1,612
  • Black1,444
  • White1,492
Math Average Scale Score:

1,559
Texas:

1,453
Math students tested: 144
Math # Answer Documents Submitted: 144

Math Avg Items Correct:
  • Reporting Category 1: 6.5 (81%)
  • Reporting Category 2: 10 (77%)
  • Reporting Category 3: 5.2 (75%)
  • Reporting Category 4: 3.2 (80%)

Did Not Meet Grade Level Performance: 10%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 44%

10%
24%
22%
44%
Males: (Average Scale Score: 1,584, Tested: 77, Did Not Meet Grade Level Performance: 8%, Approaches: 21%, Meets: 23%, Masters: 48%)
8%
21%
23%
48%
Females: (Average Scale Score: 1,530, Tested: 67, Did Not Meet Grade Level Performance: 13%, Approaches: 27%, Meets: 21%, Masters: 39%)
13%
27%
21%
39%
Hispanic: (Average Scale Score: 1,433, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 50%, Meets: 33%, Masters: 0%)
17%
50%
33%
Asian: (Average Scale Score: 1,612, Tested: 90, Did Not Meet Grade Level Performance: 4%, Approaches: 14%, Meets: 23%, Masters: 59%)
4%
14%
23%
59%
Black: (Average Scale Score: 1,444, Tested: 15, Did Not Meet Grade Level Performance: 27%, Approaches: 40%, Meets: 20%, Masters: 13%)
27%
40%
20%
13%
White: (Average Scale Score: 1,492, Tested: 30, Did Not Meet Grade Level Performance: 20%, Approaches: 37%, Meets: 20%, Masters: 23%)
20%
37%
20%
23%

    Reading Average Scale Score
    (3rd Grade)

  • All1,521
  • Males1,535
  • Females1,505
  • Hispanic1,504
  • Asian1,540
  • Black1,413
  • White1,514
Reading Average Scale Score:

1,521
State:

1,423
Reading students tested: 144
Reading # Answer Documents Submitted: 144

Reading Avg Items Correct:
  • Reporting Category 1: 4.4 (89%)
  • Reporting Category 2: 11.5 (77%)
  • Reporting Category 3: 10.6 (76%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 45%

9%
26%
20%
45%
Males: (Average Scale Score: 1,535, Tested: 77, Did Not Meet Grade Level Performance: 9%, Approaches: 17%, Meets: 21%, Masters: 53%)
9%
17%
21%
53%
Females: (Average Scale Score: 1,505, Tested: 67, Did Not Meet Grade Level Performance: 9%, Approaches: 36%, Meets: 19%, Masters: 36%)
9%
36%
19%
36%
Hispanic: (Average Scale Score: 1,504, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 17%, Masters: 50%)
33%
17%
50%
Asian: (Average Scale Score: 1,540, Tested: 90, Did Not Meet Grade Level Performance: 6%, Approaches: 22%, Meets: 19%, Masters: 53%)
6%
22%
19%
53%
Black: (Average Scale Score: 1,413, Tested: 15, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 26%, Masters: 7%)
33%
34%
26%
7%
White: (Average Scale Score: 1,514, Tested: 30, Did Not Meet Grade Level Performance: 10%, Approaches: 30%, Meets: 23%, Masters: 37%)
10%
30%
23%
37%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,697
  • Males1,703
  • Females1,690
  • Asian1,749
  • Black1,507
  • White1,601
Math Average Scale Score:

1,697
State:

1,546
Math students tested: 140
Math # Answer Documents Submitted: 140

Math Avg Items Correct:
  • Reporting Category 1: 7.7 (85%)
  • Reporting Category 2: 8.9 (81%)
  • Reporting Category 3: 8.1 (81%)
  • Reporting Category 4: 3.3 (82%)

Did Not Meet Grade Level Performance: 5%
Approaches Grade Level Performance: 17%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 59%

5%
17%
19%
59%
Males: (Average Scale Score: 1,703, Tested: 80, Did Not Meet Grade Level Performance: 4%, Approaches: 17%, Meets: 16%, Masters: 63%)
4%
17%
16%
63%
Females: (Average Scale Score: 1,690, Tested: 60, Did Not Meet Grade Level Performance: 7%, Approaches: 16%, Meets: 22%, Masters: 55%)
7%
16%
22%
55%
Asian: (Average Scale Score: 1,749, Tested: 96, Did Not Meet Grade Level Performance: 0%, Approaches: 9%, Meets: 15%, Masters: 76%)
9%
15%
76%
Black: (Average Scale Score: 1,507, Tested: 12, Did Not Meet Grade Level Performance: 33%, Approaches: 42%, Meets: 17%, Masters: 8%)
33%
42%
17%
8%
White: (Average Scale Score: 1,601, Tested: 26, Did Not Meet Grade Level Performance: 8%, Approaches: 38%, Meets: 27%, Masters: 27%)
8%
38%
27%
27%

    Reading Average Scale Score
    (4th Grade)

  • All1,642
  • Males1,634
  • Females1,653
  • Asian1,679
  • Black1,491
  • White1,586
Reading Average Scale Score:

1,642
Texas:

1,496
Reading students tested: 140
Reading # Answer Documents Submitted: 140

Reading Avg Items Correct:
  • Reporting Category 1: 6.8 (85%)
  • Reporting Category 2: 12.1 (81%)
  • Reporting Category 3: 10.8 (83%)

Did Not Meet Grade Level Performance: 5%
Approaches Grade Level Performance: 15%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 54%

5%
15%
26%
54%
Males: (Average Scale Score: 1,634, Tested: 80, Did Not Meet Grade Level Performance: 3%, Approaches: 23%, Meets: 25%, Masters: 50%)
3%
23%
25%
50%
Females: (Average Scale Score: 1,653, Tested: 60, Did Not Meet Grade Level Performance: 8%, Approaches: 5%, Meets: 27%, Masters: 60%)
8%
5%
27%
60%
Asian: (Average Scale Score: 1,679, Tested: 96, Did Not Meet Grade Level Performance: 3%, Approaches: 9%, Meets: 21%, Masters: 67%)
3%
9%
21%
67%
Black: (Average Scale Score: 1,491, Tested: 12, Did Not Meet Grade Level Performance: 33%, Approaches: 34%, Meets: 16%, Masters: 17%)
33%
34%
16%
17%
White: (Average Scale Score: 1,586, Tested: 26, Did Not Meet Grade Level Performance: 0%, Approaches: 27%, Meets: 42%, Masters: 31%)
27%
42%
31%

    Writing Average Scale Score
    (4th Grade)

  • All4,369
  • Males4,310
  • Females4,446
  • Asian4,536
  • Black3,709
  • White4,016
Writing Average Scale Score:

4,369
State:

3,570
Writing students tested: 141
Writing # Answer Documents Submitted: 141

Writing Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 5.9 (73%)
  • Reporting Category 3: 13.4 (84%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 15%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 44%

9%
15%
32%
44%
Males: (Average Scale Score: 4,310, Tested: 80, Did Not Meet Grade Level Performance: 9%, Approaches: 18%, Meets: 35%, Masters: 38%)
9%
18%
35%
38%
Females: (Average Scale Score: 4,446, Tested: 61, Did Not Meet Grade Level Performance: 8%, Approaches: 12%, Meets: 28%, Masters: 52%)
8%
12%
28%
52%
Asian: (Average Scale Score: 4,536, Tested: 97, Did Not Meet Grade Level Performance: 5%, Approaches: 6%, Meets: 36%, Masters: 53%)
5%
6%
36%
53%
Black: (Average Scale Score: 3,709, Tested: 12, Did Not Meet Grade Level Performance: 25%, Approaches: 50%, Meets: 17%, Masters: 8%)
25%
50%
17%
8%
White: (Average Scale Score: 4,016, Tested: 26, Did Not Meet Grade Level Performance: 15%, Approaches: 35%, Meets: 27%, Masters: 23%)
15%
35%
27%
23%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,753
  • Males1,763
  • Females1,744
  • Hispanic1,700
  • Asian1,779
  • Black1,675
  • White1,669
Math Average Scale Score:

1,753
State:

1,603
Math students tested: 127
Math # Answer Documents Submitted: 127

Math Avg Items Correct:
  • Reporting Category 1: 4.7 (78%)
  • Reporting Category 2: 14.5 (85%)
  • Reporting Category 3: 7.5 (83%)
  • Reporting Category 4: 3.5 (87%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 7%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 66%

3%
7%
24%
66%
Males: (Average Scale Score: 1,763, Tested: 60, Did Not Meet Grade Level Performance: 2%, Approaches: 11%, Meets: 20%, Masters: 67%)
2%
11%
20%
67%
Females: (Average Scale Score: 1,744, Tested: 67, Did Not Meet Grade Level Performance: 4%, Approaches: 3%, Meets: 27%, Masters: 66%)
4%
3%
27%
66%
Hispanic: (Average Scale Score: 1,700, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 60%, Masters: 40%)
60%
40%
Asian: (Average Scale Score: 1,779, Tested: 91, Did Not Meet Grade Level Performance: 1%, Approaches: 6%, Meets: 17%, Masters: 76%)
1%
6%
17%
76%
Black: (Average Scale Score: 1,675, Tested: 13, Did Not Meet Grade Level Performance: 15%, Approaches: 8%, Meets: 31%, Masters: 46%)
15%
8%
31%
46%
White: (Average Scale Score: 1,669, Tested: 15, Did Not Meet Grade Level Performance: 7%, Approaches: 20%, Meets: 46%, Masters: 27%)
7%
20%
46%
27%

    Reading Average Scale Score
    (5th Grade)

  • All1,702
  • Males1,694
  • Females1,708
  • Hispanic1,771
  • Asian1,712
  • Black1,643
  • White1,650
Reading Average Scale Score:

1,702
State:

1,546
Reading students tested: 127
Reading # Answer Documents Submitted: 127

Reading Avg Items Correct:
  • Reporting Category 1: 6.9 (87%)
  • Reporting Category 2: 13.7 (86%)
  • Reporting Category 3: 11.5 (82%)

Did Not Meet Grade Level Performance: 4%
Approaches Grade Level Performance: 11%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 60%

4%
11%
25%
60%
Males: (Average Scale Score: 1,694, Tested: 60, Did Not Meet Grade Level Performance: 2%, Approaches: 13%, Meets: 30%, Masters: 55%)
2%
13%
30%
55%
Females: (Average Scale Score: 1,708, Tested: 67, Did Not Meet Grade Level Performance: 6%, Approaches: 9%, Meets: 21%, Masters: 64%)
6%
9%
21%
64%
Hispanic: (Average Scale Score: 1,771, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 40%, Meets: 0%, Masters: 60%)
40%
60%
Asian: (Average Scale Score: 1,712, Tested: 91, Did Not Meet Grade Level Performance: 2%, Approaches: 11%, Meets: 27%, Masters: 60%)
2%
11%
27%
60%
Black: (Average Scale Score: 1,643, Tested: 13, Did Not Meet Grade Level Performance: 15%, Approaches: 16%, Meets: 23%, Masters: 46%)
15%
16%
23%
46%
White: (Average Scale Score: 1,650, Tested: 15, Did Not Meet Grade Level Performance: 7%, Approaches: 0%, Meets: 33%, Masters: 60%)
7%
33%
60%

    Science Average Scale Score
    (5th Grade)

  • All4,319
  • Males4,360
  • Females4,281
  • Hispanic3,962
  • Asian4,406
  • Black4,049
  • White4,066
Science Average Scale Score:

4,319
Texas:

3,771
Science students tested: 126
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 127

Science Avg Items Correct:
  • Reporting Category 1: 5.2 (86%)
  • Reporting Category 2: 6.7 (84%)
  • Reporting Category 3: 7.9 (79%)
  • Reporting Category 4: 10.1 (84%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 18%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 47%

7%
18%
28%
47%
Males: (Average Scale Score: 4,360, Tested: 60, Did Not Meet Grade Level Performance: 8%, Approaches: 19%, Meets: 21%, Masters: 52%)
8%
19%
21%
52%
Females: (Average Scale Score: 4,281, Tested: 66, Did Not Meet Grade Level Performance: 6%, Approaches: 17%, Meets: 35%, Masters: 42%)
6%
17%
35%
42%
Hispanic: (Average Scale Score: 3,962, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 40%, Masters: 20%)
20%
20%
40%
20%
Asian: (Average Scale Score: 4,406, Tested: 91, Did Not Meet Grade Level Performance: 5%, Approaches: 17%, Meets: 24%, Masters: 54%)
5%
17%
24%
54%
Black: (Average Scale Score: 4,049, Tested: 12, Did Not Meet Grade Level Performance: 8%, Approaches: 17%, Meets: 50%, Masters: 25%)
8%
17%
50%
25%
White: (Average Scale Score: 4,066, Tested: 15, Did Not Meet Grade Level Performance: 13%, Approaches: 27%, Meets: 33%, Masters: 27%)
13%
27%
33%
27%

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

  • American Indian2
  • Asian4
  • Black2
  • White4
  • Multirace2
  • IDEA2
  • 5042
Chronic Student Absenteeism: 14 (male: 4, female: 10)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
School:

24.7
State:

147.9

Suspensions:
Show data for

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

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

5.3
Texas:

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

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