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Ray Daily Elementary School in Houston, 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 72
Address
 12909 BRIAR FOREST
Houston, TX 77077
Telephone
(281) 368-2111
(make sure to verify first before calling)
Website
http://www.houstonisd.org
City-data.com school rating
72
Students
723
Classroom Teachers (FTE)
40.0
Free lunch eligible students
288
Reduced-price lunch
eligible students
84
School district
HOUSTON 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:
BUSH EL (1.1 miles):

98
WEST BRIAR MIDDLE (1.0 miles):

85
NOTTINGHAM EL (1.0 miles):

80
STRATFORD H S (1.6 miles):

72
Ray Daily Elementary School:

72
WESTSIDE H S (1.4 miles):

58
SHADOWBRIAR EL (1.5 miles):

48
ASHFORD EL (1.2 miles):

26
BUDEWIG INT (1.7 miles):

25
Ray Daily Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Houston:

47
Ray Daily Elementary School:

72

Students & Teachers


Total enrollment:
Enrollment in 2016: 723
Enrollment in 2015: 729
Enrollment in 2014: 745
Enrollment in 2013: 742
Enrollment in 2012: 737
Enrollment in 2011: 794
Enrollment in 2010: 717
Enrollment in 2009: 652
Enrollment in 2008: 656

Ray Daily Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students5312411012011610298723
Female students21605055564244328
Male students32646065606054395
American Indian/Alaska Native students - - 11 - - - 2
Asian students20212020141714126
Hispanic students13413947383435247
Black students17333632453430227
White students3261118161318105
Two or More Races students - 33234116

Enrollment by grade:
Pre-Kindergarten enrollment: 53
Kindergarten enrollment: 124
1st grade enrollment: 110
2nd grade enrollment: 120
3rd grade enrollment: 116
4th grade enrollment: 102
5th grade enrollment: 98

Ray Daily Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 328 (45.4%)
Here:

45.4%
State:

49.0%
Male enrollment: 395 (54.6%)
Ray Daily Elementary School:

54.6%
State:

50.1%

Ray Daily Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 2 (0.3%)
Ray Daily Elementary School:

0.3%
State:

0.4%
Asian enrollment: 126 (17.4%)
Here:

17.4%
Texas:

3.1%
Hispanic enrollment: 247 (34.2%)
Here:

34.2%
State:

46.9%
Black enrollment: 227 (31.4%)
School:

31.4%
State:

11.6%
White enrollment: 105 (14.5%)
Ray Daily Elementary School:

14.5%
Texas:

32.3%
Two or More Races enrollment: 16 (2.2%)
Here:

2.2%
Texas:

2.1%

Ray Daily Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 372 (51.5%)
School:

51.5%
State:

61.6%
Free lunch eligible students: 288 (39.8%)
Ray Daily Elementary School:

39.8%
Texas:

55.4%
Reduced-price lunch eligible students: 84 (11.6%)
Here:

11.6%
State:

6.2%

Ray Daily Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 40

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 33
Number of FTE nurses: 1

Student/Teacher Ratio
School:

18.1
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,631,787
  • Full-time Equivalency Count of Teachers: 44 (Salary Expenditures: $2,317,171)
  • Full-time Equivalency Count of Instructional Aides: 2 (Salary Expenditures: $41,175)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $24)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $273,417)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $914,004
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,854,659
  • Salary Expenditures for Teachers: $2,484,069
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $97,149)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $24)
  • Full-time Equivalency Count of School Administration Staff: 6 (Salary Expenditures: $273,417)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $960,047

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic97
  • Asian70
  • Black4
  • White31
  • IDEA7
Students Enrolled in LEP Programs: 202 (male: 119, female: 83)
  • Hispanic: 97 (male: 56, female: 41)
  • Asian: 70 (male: 44, female: 26)
  • Black: 4 (male: 2, female: 2)
  • White: 31 (male: 17, female: 14)
  • 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: 21 (male: 17, female: 4)
  • Hispanic: 10 (all male)
  • Black: 11 (male: 7, female: 4)
  • Limited English Proficiency (LEP): 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic4
  • Black2
  • White2
  • LEP4
Students with disabilities served under Section 504: 8 (male: 6, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 3,201 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in Kindergarten: 4 (all female)
  • Black: 2
  • White: 2
  • Limited English Proficiency (LEP): 2

Percent of Kindergarten students retained
Here:

3.2%
Texas:

5.2%
Total number of students retained in 1st grade: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

Percent of 1st grade students retained
Ray Daily Elementary School:

5.5%
Texas:

6.1%

    Total number of students retained in 2nd grade

  • Hispanic4
  • Black2
  • LEP4
  • IDEA2
Total number of students retained in 2nd grade: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 2nd grade students retained
Here:

5.0%
Texas:

4.8%
Total number of students retained in 4th grade: 2 (all male)
  • Black: 2

Percent of 4th grade students retained
School:

2.0%
Texas:

3.6%

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

  • Hispanic34
  • Asian25
  • Black25
  • White16
  • Multirace4
  • LEP7
Gifted and Talented Student Enrollment: 104 (male: 58, female: 46)
  • Hispanic: 34 (male: 20, female: 14)
  • Asian: 25 (male: 14, female: 11)
  • Black: 25 (male: 11, female: 14)
  • White: 16 (male: 11, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

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

143.8
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,539 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
3rd Grade

    Math Average Scale Score
    (3rd Grade)

  • All1,479
  • Males1,490
  • Females1,467
  • Hispanic1,480
  • Asian1,650
  • Black1,423
  • White1,569
Math Average Scale Score:

1,479
Texas:

1,453
Math students tested: 112
Math # Answer Documents Submitted: 112

Math Avg Items Correct:
  • Reporting Category 1: 5.8 (73%)
  • Reporting Category 2: 8.4 (65%)
  • Reporting Category 3: 4.5 (64%)
  • Reporting Category 4: 2.9 (73%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 23%

21%
38%
18%
23%
Males: (Average Scale Score: 1,490, Tested: 59, Did Not Meet Grade Level Performance: 22%, Approaches: 39%, Meets: 15%, Masters: 24%)
22%
39%
15%
24%
Females: (Average Scale Score: 1,467, Tested: 53, Did Not Meet Grade Level Performance: 19%, Approaches: 38%, Meets: 20%, Masters: 23%)
19%
38%
20%
23%
Hispanic: (Average Scale Score: 1,480, Tested: 38, Did Not Meet Grade Level Performance: 8%, Approaches: 45%, Meets: 31%, Masters: 16%)
8%
45%
31%
16%
Asian: (Average Scale Score: 1,650, Tested: 11, Did Not Meet Grade Level Performance: 0%, Approaches: 9%, Meets: 18%, Masters: 73%)
9%
18%
73%
Black: (Average Scale Score: 1,423, Tested: 51, Did Not Meet Grade Level Performance: 35%, Approaches: 45%, Meets: 6%, Masters: 14%)
35%
45%
6%
14%
White: (Average Scale Score: 1,569, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 29%, Meets: 14%, Masters: 43%)
14%
29%
14%
43%

    Reading Average Scale Score
    (3rd Grade)

  • All1,451
  • Males1,456
  • Females1,446
  • Hispanic1,468
  • Asian1,540
  • Black1,412
  • White1,491
Reading Average Scale Score:

1,451
Texas:

1,423
Reading students tested: 112
Reading # Answer Documents Submitted: 112

Reading Avg Items Correct:
  • Reporting Category 1: 4 (80%)
  • Reporting Category 2: 10.3 (69%)
  • Reporting Category 3: 9 (64%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 24%

21%
36%
19%
24%
Males: (Average Scale Score: 1,456, Tested: 59, Did Not Meet Grade Level Performance: 22%, Approaches: 34%, Meets: 15%, Masters: 29%)
22%
34%
15%
29%
Females: (Average Scale Score: 1,446, Tested: 53, Did Not Meet Grade Level Performance: 19%, Approaches: 39%, Meets: 23%, Masters: 19%)
19%
39%
23%
19%
Hispanic: (Average Scale Score: 1,468, Tested: 38, Did Not Meet Grade Level Performance: 16%, Approaches: 47%, Meets: 13%, Masters: 24%)
16%
47%
13%
24%
Asian: (Average Scale Score: 1,540, Tested: 11, Did Not Meet Grade Level Performance: 0%, Approaches: 9%, Meets: 55%, Masters: 36%)
9%
55%
36%
Black: (Average Scale Score: 1,412, Tested: 51, Did Not Meet Grade Level Performance: 27%, Approaches: 40%, Meets: 17%, Masters: 16%)
27%
40%
17%
16%
White: (Average Scale Score: 1,491, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 0%, Meets: 0%, Masters: 71%)
29%
71%
3rd Grade (Spanish)

    Math Average Scale Score
    (3rd Grade (Spanish))

  • All1,512
  • Males1,507
  • Hispanic1,526
Math Average Scale Score:

1,512
Texas:

510
Math students tested: 10
Math # Answer Documents Submitted: 10

Math Avg Items Correct:
  • Reporting Category 1: 6.1 (76%)
  • Reporting Category 2: 9.3 (72%)
  • Reporting Category 3: 4.6 (66%)
  • Reporting Category 4: 3.2 (80%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 50%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 30%

50%
20%
30%
Males: (Average Scale Score: 1,507, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 50%, Meets: 17%, Masters: 33%)
50%
17%
33%
Hispanic: (Average Scale Score: 1,526, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 44%, Meets: 23%, Masters: 33%)
44%
23%
33%

    Reading Average Scale Score
    (3rd Grade (Spanish))

  • All1,496
  • Males1,477
  • Hispanic1,505
Reading Average Scale Score:

1,496
Texas:

956
Reading students tested: 10
Reading # Answer Documents Submitted: 10

Reading Avg Items Correct:
  • Reporting Category 1: 4.2 (84%)
  • Reporting Category 2: 11.5 (77%)
  • Reporting Category 3: 9.6 (69%)

Did Not Meet Grade Level Performance: 10%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 50%

10%
30%
10%
50%
Males: (Average Scale Score: 1,477, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 0%, Masters: 50%)
17%
33%
50%
Hispanic: (Average Scale Score: 1,505, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 22%, Meets: 11%, Masters: 56%)
11%
22%
11%
56%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,596
  • Males1,598
  • Females1,592
  • Hispanic1,582
  • Asian1,748
  • Black1,531
  • White1,615
Math Average Scale Score:

1,596
State:

1,546
Math students tested: 106
Math # Answer Documents Submitted: 106

Math Avg Items Correct:
  • Reporting Category 1: 6.4 (71%)
  • Reporting Category 2: 7.7 (70%)
  • Reporting Category 3: 6.7 (67%)
  • Reporting Category 4: 2.9 (73%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 32%

17%
33%
18%
32%
Males: (Average Scale Score: 1,598, Tested: 57, Did Not Meet Grade Level Performance: 18%, Approaches: 29%, Meets: 20%, Masters: 33%)
18%
29%
20%
33%
Females: (Average Scale Score: 1,592, Tested: 49, Did Not Meet Grade Level Performance: 16%, Approaches: 37%, Meets: 16%, Masters: 31%)
16%
37%
16%
31%
Hispanic: (Average Scale Score: 1,582, Tested: 32, Did Not Meet Grade Level Performance: 16%, Approaches: 37%, Meets: 19%, Masters: 28%)
16%
37%
19%
28%
Asian: (Average Scale Score: 1,748, Tested: 16, Did Not Meet Grade Level Performance: 0%, Approaches: 19%, Meets: 12%, Masters: 69%)
19%
12%
69%
Black: (Average Scale Score: 1,531, Tested: 38, Did Not Meet Grade Level Performance: 26%, Approaches: 40%, Meets: 16%, Masters: 18%)
26%
40%
16%
18%
White: (Average Scale Score: 1,615, Tested: 19, Did Not Meet Grade Level Performance: 16%, Approaches: 26%, Meets: 21%, Masters: 37%)
16%
26%
21%
37%

    Reading Average Scale Score
    (4th Grade)

  • All1,537
  • Males1,540
  • Females1,532
  • Hispanic1,526
  • Asian1,621
  • Black1,494
  • White1,574
Reading Average Scale Score:

1,537
Texas:

1,496
Reading students tested: 106
Reading # Answer Documents Submitted: 106

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (71%)
  • Reporting Category 2: 10.2 (68%)
  • Reporting Category 3: 9.2 (71%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 25%

23%
25%
27%
25%
Males: (Average Scale Score: 1,540, Tested: 57, Did Not Meet Grade Level Performance: 19%, Approaches: 25%, Meets: 28%, Masters: 28%)
19%
25%
28%
28%
Females: (Average Scale Score: 1,532, Tested: 49, Did Not Meet Grade Level Performance: 27%, Approaches: 26%, Meets: 25%, Masters: 22%)
27%
26%
25%
22%
Hispanic: (Average Scale Score: 1,526, Tested: 32, Did Not Meet Grade Level Performance: 25%, Approaches: 22%, Meets: 31%, Masters: 22%)
25%
22%
31%
22%
Asian: (Average Scale Score: 1,621, Tested: 16, Did Not Meet Grade Level Performance: 6%, Approaches: 25%, Meets: 19%, Masters: 50%)
6%
25%
19%
50%
Black: (Average Scale Score: 1,494, Tested: 38, Did Not Meet Grade Level Performance: 32%, Approaches: 29%, Meets: 26%, Masters: 13%)
32%
29%
26%
13%
White: (Average Scale Score: 1,574, Tested: 19, Did Not Meet Grade Level Performance: 16%, Approaches: 21%, Meets: 26%, Masters: 37%)
16%
21%
26%
37%

    Writing Average Scale Score
    (4th Grade)

  • All3,869
  • Males3,849
  • Females3,891
  • Hispanic3,776
  • Asian4,278
  • Black3,667
  • White4,112
Writing Average Scale Score:

3,869
Texas:

3,570
Writing students tested: 105
Writing # Answer Documents Submitted: 105

Writing Avg Items Correct:
  • Reporting Category 1: 4 (50%)
  • Reporting Category 2: 4.7 (58%)
  • Reporting Category 3: 11.5 (72%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 34%
Masters Grade Level Performance: 15%

31%
20%
34%
15%
Males: (Average Scale Score: 3,849, Tested: 57, Did Not Meet Grade Level Performance: 30%, Approaches: 24%, Meets: 32%, Masters: 14%)
30%
24%
32%
14%
Females: (Average Scale Score: 3,891, Tested: 48, Did Not Meet Grade Level Performance: 33%, Approaches: 15%, Meets: 35%, Masters: 17%)
33%
15%
35%
17%
Hispanic: (Average Scale Score: 3,776, Tested: 32, Did Not Meet Grade Level Performance: 47%, Approaches: 9%, Meets: 35%, Masters: 9%)
47%
9%
35%
9%
Asian: (Average Scale Score: 4,278, Tested: 16, Did Not Meet Grade Level Performance: 6%, Approaches: 19%, Meets: 37%, Masters: 38%)
6%
19%
37%
38%
Black: (Average Scale Score: 3,667, Tested: 37, Did Not Meet Grade Level Performance: 32%, Approaches: 30%, Meets: 33%, Masters: 5%)
32%
30%
33%
5%
White: (Average Scale Score: 4,112, Tested: 19, Did Not Meet Grade Level Performance: 21%, Approaches: 21%, Meets: 32%, Masters: 26%)
21%
21%
32%
26%
4th Grade (Spanish)

    Math Average Scale Score
    (4th Grade (Spanish))

  • All1,522
  • Females1,508
  • Hispanic1,522
Math Average Scale Score:

1,522
State:

381
Math students tested: 8
Math # Answer Documents Submitted: 8

Math Avg Items Correct:
  • Reporting Category 1: 5.4 (60%)
  • Reporting Category 2: 7.5 (68%)
  • Reporting Category 3: 5.5 (55%)
  • Reporting Category 4: 2.6 (66%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 50%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 0%

25%
50%
25%
Females: (Average Scale Score: 1,508, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 57%, Meets: 14%, Masters: 0%)
29%
57%
14%
Hispanic: (Average Scale Score: 1,522, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 50%, Meets: 25%, Masters: 0%)
25%
50%
25%

    Reading Average Scale Score
    (4th Grade (Spanish))

  • All1,452
  • Females1,440
  • Hispanic1,452
Reading Average Scale Score:

1,452
State:

815
Reading students tested: 8
Reading # Answer Documents Submitted: 8

Reading Avg Items Correct:
  • Reporting Category 1: 5.4 (67%)
  • Reporting Category 2: 9.8 (65%)
  • Reporting Category 3: 6.4 (49%)

Did Not Meet Grade Level Performance: 38%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 0%

38%
38%
25%
Females: (Average Scale Score: 1,440, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 43%, Meets: 14%, Masters: 0%)
43%
43%
14%
Hispanic: (Average Scale Score: 1,452, Tested: 8, Did Not Meet Grade Level Performance: 38%, Approaches: 38%, Meets: 25%, Masters: 0%)
38%
38%
25%

    Writing Average Scale Score
    (4th Grade (Spanish))

  • All3,395
  • Females3,338
  • Hispanic3,395
Writing Average Scale Score:

3,395
State:

2,017
Writing students tested: 8
Writing # Answer Documents Submitted: 8

Writing Avg Items Correct:
  • Reporting Category 1: 2.8 (34%)
  • Reporting Category 2: 5.6 (70%)
  • Reporting Category 3: 8.1 (51%)

Did Not Meet Grade Level Performance: 63%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 0%
Masters Grade Level Performance: 0%

63%
38%
Females: (Average Scale Score: 3,338, Tested: 7, Did Not Meet Grade Level Performance: 71%, Approaches: 29%, Meets: 0%, Masters: 0%)
71%
29%
Hispanic: (Average Scale Score: 3,395, Tested: 8, Did Not Meet Grade Level Performance: 63%, Approaches: 38%, Meets: 0%, Masters: 0%)
63%
38%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,668
  • Males1,654
  • Females1,685
  • Hispanic1,669
  • Asian1,823
  • Black1,622
  • White1,754
  • Multirace1,581
Math Average Scale Score:

1,668
Texas:

1,603
Math students tested: 122
Math # Answer Documents Submitted: 122

Math Avg Items Correct:
  • Reporting Category 1: 4.4 (73%)
  • Reporting Category 2: 12.4 (73%)
  • Reporting Category 3: 6.5 (72%)
  • Reporting Category 4: 2.9 (71%)

Did Not Meet Grade Level Performance: 10%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 43%

10%
27%
20%
43%
Males: (Average Scale Score: 1,654, Tested: 66, Did Not Meet Grade Level Performance: 12%, Approaches: 29%, Meets: 17%, Masters: 42%)
12%
29%
17%
42%
Females: (Average Scale Score: 1,685, Tested: 56, Did Not Meet Grade Level Performance: 7%, Approaches: 25%, Meets: 25%, Masters: 43%)
7%
25%
25%
43%
Hispanic: (Average Scale Score: 1,669, Tested: 41, Did Not Meet Grade Level Performance: 10%, Approaches: 31%, Meets: 20%, Masters: 39%)
10%
31%
20%
39%
Asian: (Average Scale Score: 1,823, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
100%
Black: (Average Scale Score: 1,622, Tested: 50, Did Not Meet Grade Level Performance: 16%, Approaches: 28%, Meets: 24%, Masters: 32%)
16%
28%
24%
32%
White: (Average Scale Score: 1,754, Tested: 15, Did Not Meet Grade Level Performance: 0%, Approaches: 13%, Meets: 20%, Masters: 67%)
13%
20%
67%
Multirace: (Average Scale Score: 1,581, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 67%, Meets: 33%, Masters: 0%)
67%
33%

    Reading Average Scale Score
    (5th Grade)

  • All1,602
  • Males1,593
  • Females1,613
  • Hispanic1,610
  • Asian1,681
  • Black1,564
  • White1,655
  • Multirace1,596
Reading Average Scale Score:

1,602
Texas:

1,546
Reading students tested: 121
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 122

Reading Avg Items Correct:
  • Reporting Category 1: 5.8 (73%)
  • Reporting Category 2: 12 (75%)
  • Reporting Category 3: 9.7 (69%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 30%

19%
28%
23%
30%
Males: (Average Scale Score: 1,593, Tested: 65, Did Not Meet Grade Level Performance: 17%, Approaches: 34%, Meets: 27%, Masters: 22%)
17%
34%
27%
22%
Females: (Average Scale Score: 1,613, Tested: 56, Did Not Meet Grade Level Performance: 21%, Approaches: 22%, Meets: 18%, Masters: 39%)
21%
22%
18%
39%
Hispanic: (Average Scale Score: 1,610, Tested: 41, Did Not Meet Grade Level Performance: 27%, Approaches: 27%, Meets: 12%, Masters: 34%)
27%
27%
12%
34%
Asian: (Average Scale Score: 1,681, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 10%, Meets: 40%, Masters: 50%)
10%
40%
50%
Black: (Average Scale Score: 1,564, Tested: 49, Did Not Meet Grade Level Performance: 22%, Approaches: 33%, Meets: 23%, Masters: 22%)
22%
33%
23%
22%
White: (Average Scale Score: 1,655, Tested: 15, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 40%, Masters: 27%)
33%
40%
27%
Multirace: (Average Scale Score: 1,596, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 16%, Meets: 34%, Masters: 33%)
17%
16%
34%
33%

    Science Average Scale Score
    (5th Grade)

  • All3,875
  • Males3,941
  • Females3,800
  • Hispanic3,842
  • Asian4,432
  • Black3,718
  • White4,137
  • Multirace3,664
Science Average Scale Score:

3,875
State:

3,771
Science students tested: 121
# Absent - Not Tested: 2
Science # Answer Documents Submitted: 123

Science Avg Items Correct:
  • Reporting Category 1: 4.2 (69%)
  • Reporting Category 2: 5.8 (73%)
  • Reporting Category 3: 6.6 (66%)
  • Reporting Category 4: 8.6 (72%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 14%

23%
39%
24%
14%
Males: (Average Scale Score: 3,941, Tested: 65, Did Not Meet Grade Level Performance: 20%, Approaches: 37%, Meets: 25%, Masters: 18%)
20%
37%
25%
18%
Females: (Average Scale Score: 3,800, Tested: 56, Did Not Meet Grade Level Performance: 27%, Approaches: 41%, Meets: 23%, Masters: 9%)
27%
41%
23%
9%
Hispanic: (Average Scale Score: 3,842, Tested: 42, Did Not Meet Grade Level Performance: 24%, Approaches: 43%, Meets: 23%, Masters: 10%)
24%
43%
23%
10%
Asian: (Average Scale Score: 4,432, Tested: 11, Did Not Meet Grade Level Performance: 0%, Approaches: 18%, Meets: 18%, Masters: 64%)
18%
18%
64%
Black: (Average Scale Score: 3,718, Tested: 47, Did Not Meet Grade Level Performance: 32%, Approaches: 42%, Meets: 20%, Masters: 6%)
32%
42%
20%
6%
White: (Average Scale Score: 4,137, Tested: 15, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 47%, Masters: 20%)
33%
47%
20%
Multirace: (Average Scale Score: 3,664, Tested: 6, Did Not Meet Grade Level Performance: 50%, Approaches: 33%, Meets: 17%, Masters: 0%)
50%
33%
17%
5th Grade (Spanish)
Math students tested: 3
Math # Answer Documents Submitted: 3

Reading students tested: 3
Reading # Answer Documents Submitted: 3

Science students tested: 3
Science # Answer Documents Submitted: 3

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: 2 (all male)
  • Black: 2

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

2.8
State:

30.4

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 religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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 religion constitutes religious harassment.
Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
School:

1.4
State:

0.8


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

  • Hispanic13
  • Asian4
  • Black7
  • White7
  • LEP10
  • IDEA2
Chronic Student Absenteeism: 31 (male: 14, female: 17)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 7 (male: 2, female: 5)
  • White: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
Chronic Student Absenteeism per 1,000 students
Here:

42.9
State:

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: 2 (all male)
  • Hispanic: 2

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

2.8
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: 10 (male: 6, female: 4)
  • Hispanic: 8 (male: 4, female: 4)
  • Black: 2 (all male)
Instances of out-of-school suspension (Students without disabilities): 6

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

8.3
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic4
  • Black4
  • White2
  • LEP2
Students without disabilities receiving one or more in-school suspension: 10 (male: 6, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
Students without disabilities receiving more than one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 6

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

8.3
Texas:

27.5
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Black: 2

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