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Raymond B Cooper J H School in Wylie, TX
(07-08 • 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 96
Address
 101 HENSLEY LN
Wylie, TX 75098
Telephone
(972) 429-3250
(make sure to verify first before calling)
City-data.com school rating
96
Students
768
Classroom Teachers (FTE)
46.0
Free lunch eligible students
169
Reduced-price lunch
eligible students
39
School district
WYLIE 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:
TIBBALS EL (2.1 miles):

98
R V GROVES EL (2.0 miles):

96
Raymond B Cooper J H School:

96
DON WHITT EL (0.9 miles):

95
DR AL DRAPER INTERMED (0.1 miles):

84
DODD EL (2.2 miles):

83
WYLIE H S (0.7 miles):

82
T F BIRMINGHAM EL (2.1 miles):

70
CHERI COX EL (1.2 miles):

14
Raymond B Cooper J H School rating compared to average state, county and city schools ratings:
Texas:

54
Collin County:

81
Wylie:

83
Raymond B Cooper J H School:

96

Students & Teachers


Total enrollment:
Enrollment in 2016: 768
Enrollment in 2015: 748
Enrollment in 2014: 701
Enrollment in 2013: 655
Enrollment in 2012: 645
Enrollment in 2011: 618
Enrollment in 2010: 554
Enrollment in 2009: 470
Enrollment in 2008: 430
Enrollment in 2007: 623

Raymond B Cooper J H School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08Total
All students411357768
Female students213178391
Male students198179377
American Indian/Alaska Native students336
Asian students6155116
Hispanic students7276148
Black students6753120
White students198159357
Hawaiian Native/Pacific Islander students213
Two or More Races students81018

Enrollment by grade:
7th grade enrollment: 411
8th grade enrollment: 357

Raymond B Cooper J H School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 391 (50.9%)
Here:

50.9%
Texas:

49.0%
Male enrollment: 377 (49.1%)
School:

49.1%
Texas:

50.1%

Raymond B Cooper J H School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 6 (0.8%)
Raymond B Cooper J H School:

0.8%
Texas:

0.4%
Asian enrollment: 116 (15.1%)
Raymond B Cooper J H School:

15.1%
State:

3.1%
Hispanic enrollment: 148 (19.3%)
Raymond B Cooper J H School:

19.3%
State:

46.9%
Black enrollment: 120 (15.6%)
School:

15.6%
State:

11.6%
White enrollment: 357 (46.5%)
School:

46.5%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 3 (0.4%)
School:

0.4%
State:

0.1%
Two or More Races enrollment: 18 (2.3%)
Raymond B Cooper J H School:

2.3%
State:

2.1%

Raymond B Cooper J H School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 208 (27.1%)
Here:

27.1%
State:

61.6%
Free lunch eligible students: 169 (22.0%)
Raymond B Cooper J H School:

22.0%
Texas:

55.4%
Reduced-price lunch eligible students: 39 (5.1%)
Here:

5.1%
State:

6.2%

Raymond B Cooper J H School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 46

Number of FTE teachers in their first year of teaching: 4
Number of FTE teachers in their second year of teaching: 4
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 7
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1

Student/Teacher Ratio
Raymond B Cooper J H School:

16.7
Texas:

15.6

Raymond B Cooper J H School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,833,816
  • Full-time Equivalency Count of Teachers: 43.8 (Salary Expenditures: $2,296,606)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $23,719)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $175,567)
  • Full-time Equivalency Count of School Administration Staff: 3.2 (Salary Expenditures: $255,331)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $234,249
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,052,863
  • Salary Expenditures for Teachers: $2,536,807
  • Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $85,158)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $175,567)
  • Full-time Equivalency Count of School Administration Staff: 3.2 (Salary Expenditures: $255,331)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $234,249

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic37
  • Asian10
  • Black7
  • White4
  • IDEA13
Students Enrolled in LEP Programs: 58 (male: 35, female: 23)
  • Hispanic: 37 (male: 20, female: 17)
  • Asian: 10 (male: 8, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)

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

  • Hispanic23
  • Asian4
  • Black11
  • White26
  • LEP14
Students with disabilities served under IDEA: 64 (male: 40, female: 24)
  • Hispanic: 23 (male: 16, female: 7)
  • Asian: 4 (all male)
  • Black: 11 (male: 4, female: 7)
  • White: 26 (male: 16, female: 10)
  • Limited English Proficiency (LEP): 14 (male: 10, female: 4)

    Students with disabilities served under Section 504

  • Hispanic13
  • Asian4
  • Black10
  • White52
  • Multirace2
  • LEP5
Students with disabilities served under Section 504: 81 (male: 41, female: 40)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 10 (male: 5, female: 5)
  • White: 52 (male: 26, female: 26)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 5 (all male)

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

  • Hispanic19
  • Asian28
  • Black7
  • White85
  • Multirace4
  • IDEA2
Gifted and Talented Student Enrollment: 143 (male: 61, female: 82)
  • Hispanic: 19 (male: 8, female: 11)
  • Asian: 28 (male: 14, female: 14)
  • Black: 7 (male: 2, female: 5)
  • White: 85 (male: 35, female: 50)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

186.2
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 3,456 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.
End-of-course (EOC)

    Algebra I Average Scale Score

  • All5,190
  • Males5,165
  • Females5,209
  • Hispanic4,975
  • Asian5,328
  • Black5,322
  • White5,179
  • Multirace4,956
Algebra I Average Scale Score:

5,190
State:

4,001
Algebra I students tested: 130
Algebra I # Answer Documents Submitted: 130

Algebra I Avg Items Correct:
  • Reporting Category 1: 10.2 (92%)
  • Reporting Category 2: 11.3 (94%)
  • Reporting Category 3: 12.7 (91%)
  • Reporting Category 4: 10.3 (94%)
  • Reporting Category 5: 5.8 (97%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 0%
Meets Grade Level Performance: 2%
Masters Grade Level Performance: 98%

2%
98%
Males: (Average Scale Score: 5,165, Tested: 56, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
100%
Females: (Average Scale Score: 5,209, Tested: 74, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 3%, Masters: 97%)
3%
97%
Hispanic: (Average Scale Score: 4,975, Tested: 17, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 6%, Masters: 94%)
6%
94%
Asian: (Average Scale Score: 5,328, Tested: 34, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
100%
Black: (Average Scale Score: 5,322, Tested: 15, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
100%
White: (Average Scale Score: 5,179, Tested: 58, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
100%
Multirace: (Average Scale Score: 4,956, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
100%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,774
  • Males1,782
  • Females1,766
  • Hispanic1,719
  • Asian1,855
  • Black1,731
  • White1,784
  • Multirace1,800
Math Average Scale Score:

1,774
Texas:

1,571
Math students tested: 457
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 462

Math Avg Items Correct:
  • Reporting Category 1: 4.5 (76%)
  • Reporting Category 2: 10.6 (71%)
  • Reporting Category 3: 8.6 (72%)
  • Reporting Category 4: 4.9 (69%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 43%

7%
24%
26%
43%
Males: (Average Scale Score: 1,782, Tested: 221, Did Not Meet Grade Level Performance: 6%, Approaches: 25%, Meets: 26%, Masters: 43%)
6%
25%
26%
43%
Females: (Average Scale Score: 1,766, Tested: 236, Did Not Meet Grade Level Performance: 7%, Approaches: 25%, Meets: 25%, Masters: 43%)
7%
25%
25%
43%
Hispanic: (Average Scale Score: 1,719, Tested: 112, Did Not Meet Grade Level Performance: 13%, Approaches: 37%, Meets: 21%, Masters: 29%)
13%
37%
21%
29%
Asian: (Average Scale Score: 1,855, Tested: 84, Did Not Meet Grade Level Performance: 4%, Approaches: 9%, Meets: 22%, Masters: 65%)
4%
9%
22%
65%
Black: (Average Scale Score: 1,731, Tested: 64, Did Not Meet Grade Level Performance: 9%, Approaches: 30%, Meets: 27%, Masters: 34%)
9%
30%
27%
34%
White: (Average Scale Score: 1,784, Tested: 178, Did Not Meet Grade Level Performance: 3%, Approaches: 23%, Meets: 28%, Masters: 46%)
3%
23%
28%
46%
Multirace: (Average Scale Score: 1,800, Tested: 17, Did Not Meet Grade Level Performance: 0%, Approaches: 24%, Meets: 35%, Masters: 41%)
24%
35%
41%

    Reading Average Scale Score
    (7th Grade)

  • All1,741
  • Males1,719
  • Females1,761
  • Hispanic1,700
  • Asian1,783
  • Black1,721
  • White1,756
  • Multirace1,734
Reading Average Scale Score:

1,741
Texas:

1,550
Reading students tested: 460
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 462

Reading Avg Items Correct:
  • Reporting Category 1: 6.3 (79%)
  • Reporting Category 2: 14 (78%)
  • Reporting Category 3: 12.5 (78%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 49%

9%
20%
22%
49%
Males: (Average Scale Score: 1,719, Tested: 222, Did Not Meet Grade Level Performance: 13%, Approaches: 21%, Meets: 24%, Masters: 42%)
13%
21%
24%
42%
Females: (Average Scale Score: 1,761, Tested: 238, Did Not Meet Grade Level Performance: 6%, Approaches: 18%, Meets: 20%, Masters: 56%)
6%
18%
20%
56%
Hispanic: (Average Scale Score: 1,700, Tested: 113, Did Not Meet Grade Level Performance: 19%, Approaches: 21%, Meets: 22%, Masters: 38%)
19%
21%
22%
38%
Asian: (Average Scale Score: 1,783, Tested: 84, Did Not Meet Grade Level Performance: 5%, Approaches: 15%, Meets: 18%, Masters: 62%)
5%
15%
18%
62%
Black: (Average Scale Score: 1,721, Tested: 65, Did Not Meet Grade Level Performance: 14%, Approaches: 21%, Meets: 19%, Masters: 46%)
14%
21%
19%
46%
White: (Average Scale Score: 1,756, Tested: 179, Did Not Meet Grade Level Performance: 4%, Approaches: 19%, Meets: 25%, Masters: 52%)
4%
19%
25%
52%
Multirace: (Average Scale Score: 1,734, Tested: 17, Did Not Meet Grade Level Performance: 6%, Approaches: 23%, Meets: 24%, Masters: 47%)
6%
23%
24%
47%

    Writing Average Scale Score
    (7th Grade)

  • All4,293
  • Males4,127
  • Females4,450
  • Hispanic4,043
  • Asian4,615
  • Black4,277
  • White4,312
  • Multirace4,345
Writing Average Scale Score:

4,293
State:

3,515
Writing students tested: 461
Writing # Answer Documents Submitted: 461

Writing Avg Items Correct:
  • Reporting Category 1: 9.7 (61%)
  • Reporting Category 2: 10.3 (79%)
  • Reporting Category 3: 13.9 (82%)

Did Not Meet Grade Level Performance: 12%
Approaches Grade Level Performance: 17%
Meets Grade Level Performance: 37%
Masters Grade Level Performance: 34%

12%
17%
37%
34%
Males: (Average Scale Score: 4,127, Tested: 223, Did Not Meet Grade Level Performance: 13%, Approaches: 27%, Meets: 35%, Masters: 25%)
13%
27%
35%
25%
Females: (Average Scale Score: 4,450, Tested: 238, Did Not Meet Grade Level Performance: 10%, Approaches: 9%, Meets: 39%, Masters: 42%)
10%
9%
39%
42%
Hispanic: (Average Scale Score: 4,043, Tested: 113, Did Not Meet Grade Level Performance: 23%, Approaches: 19%, Meets: 35%, Masters: 23%)
23%
19%
35%
23%
Asian: (Average Scale Score: 4,615, Tested: 84, Did Not Meet Grade Level Performance: 5%, Approaches: 8%, Meets: 35%, Masters: 52%)
5%
8%
35%
52%
Black: (Average Scale Score: 4,277, Tested: 65, Did Not Meet Grade Level Performance: 17%, Approaches: 11%, Meets: 43%, Masters: 29%)
17%
11%
43%
29%
White: (Average Scale Score: 4,312, Tested: 180, Did Not Meet Grade Level Performance: 6%, Approaches: 23%, Meets: 38%, Masters: 33%)
6%
23%
38%
33%
Multirace: (Average Scale Score: 4,345, Tested: 17, Did Not Meet Grade Level Performance: 6%, Approaches: 23%, Meets: 24%, Masters: 47%)
6%
23%
24%
47%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,771
  • Males1,768
  • Females1,776
  • Hispanic1,741
  • Asian1,842
  • Black1,768
  • White1,778
  • Multirace1,739
Math Average Scale Score:

1,771
State:

1,539
Math students tested: 296
Math # Answer Documents Submitted: 425

Math Avg Items Correct:
  • Reporting Category 1: 3 (76%)
  • Reporting Category 2: 12.1 (75%)
  • Reporting Category 3: 11.2 (75%)
  • Reporting Category 4: 5 (72%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 19%
Meets Grade Level Performance: 49%
Masters Grade Level Performance: 26%

6%
19%
49%
26%
Males: (Average Scale Score: 1,768, Tested: 168, Did Not Meet Grade Level Performance: 6%, Approaches: 19%, Meets: 50%, Masters: 25%)
6%
19%
50%
25%
Females: (Average Scale Score: 1,776, Tested: 128, Did Not Meet Grade Level Performance: 6%, Approaches: 18%, Meets: 48%, Masters: 28%)
6%
18%
48%
28%
Hispanic: (Average Scale Score: 1,741, Tested: 84, Did Not Meet Grade Level Performance: 12%, Approaches: 21%, Meets: 49%, Masters: 18%)
12%
21%
49%
18%
Asian: (Average Scale Score: 1,842, Tested: 33, Did Not Meet Grade Level Performance: 0%, Approaches: 6%, Meets: 49%, Masters: 45%)
6%
49%
45%
Black: (Average Scale Score: 1,768, Tested: 45, Did Not Meet Grade Level Performance: 2%, Approaches: 31%, Meets: 34%, Masters: 33%)
2%
31%
34%
33%
White: (Average Scale Score: 1,778, Tested: 120, Did Not Meet Grade Level Performance: 5%, Approaches: 13%, Meets: 57%, Masters: 25%)
5%
13%
57%
25%
Multirace: (Average Scale Score: 1,739, Tested: 13, Did Not Meet Grade Level Performance: 8%, Approaches: 30%, Meets: 39%, Masters: 23%)
8%
30%
39%
23%

    Reading Average Scale Score
    (8th Grade)

  • All1,755
  • Males1,732
  • Females1,781
  • Hispanic1,734
  • Asian1,768
  • Black1,758
  • White1,765
  • Multirace1,727
Reading Average Scale Score:

1,755
Texas:

1,561
Reading students tested: 423
Reading # Answer Documents Submitted: 425

Reading Avg Items Correct:
  • Reporting Category 1: 6.4 (80%)
  • Reporting Category 2: 15.3 (80%)
  • Reporting Category 3: 13.6 (80%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 45%

8%
20%
27%
45%
Males: (Average Scale Score: 1,732, Tested: 223, Did Not Meet Grade Level Performance: 9%, Approaches: 26%, Meets: 30%, Masters: 35%)
9%
26%
30%
35%
Females: (Average Scale Score: 1,781, Tested: 200, Did Not Meet Grade Level Performance: 6%, Approaches: 15%, Meets: 23%, Masters: 56%)
6%
15%
23%
56%
Hispanic: (Average Scale Score: 1,734, Tested: 100, Did Not Meet Grade Level Performance: 11%, Approaches: 26%, Meets: 24%, Masters: 39%)
11%
26%
24%
39%
Asian: (Average Scale Score: 1,768, Tested: 67, Did Not Meet Grade Level Performance: 10%, Approaches: 11%, Meets: 25%, Masters: 54%)
10%
11%
25%
54%
Black: (Average Scale Score: 1,758, Tested: 60, Did Not Meet Grade Level Performance: 8%, Approaches: 22%, Meets: 25%, Masters: 45%)
8%
22%
25%
45%
White: (Average Scale Score: 1,765, Tested: 177, Did Not Meet Grade Level Performance: 4%, Approaches: 20%, Meets: 31%, Masters: 45%)
4%
20%
31%
45%
Multirace: (Average Scale Score: 1,727, Tested: 18, Did Not Meet Grade Level Performance: 17%, Approaches: 16%, Meets: 28%, Masters: 39%)
17%
16%
28%
39%

    Science Average Scale Score
    (8th Grade)

  • All4,551
  • Males4,553
  • Females4,548
  • Hispanic4,369
  • Asian4,727
  • Black4,363
  • White4,666
  • Multirace4,402
Science Average Scale Score:

4,551
State:

3,634
Science students tested: 422
Science # Answer Documents Submitted: 422

Science Avg Items Correct:
  • Reporting Category 1: 8.9 (81%)
  • Reporting Category 2: 7.5 (83%)
  • Reporting Category 3: 9.1 (83%)
  • Reporting Category 4: 9.2 (83%)

Did Not Meet Grade Level Performance: 4%
Approaches Grade Level Performance: 13%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 61%

4%
13%
22%
61%
Males: (Average Scale Score: 4,553, Tested: 223, Did Not Meet Grade Level Performance: 3%, Approaches: 12%, Meets: 25%, Masters: 60%)
3%
12%
25%
60%
Females: (Average Scale Score: 4,548, Tested: 199, Did Not Meet Grade Level Performance: 6%, Approaches: 12%, Meets: 20%, Masters: 62%)
6%
12%
20%
62%
Hispanic: (Average Scale Score: 4,369, Tested: 99, Did Not Meet Grade Level Performance: 8%, Approaches: 13%, Meets: 30%, Masters: 49%)
8%
13%
30%
49%
Asian: (Average Scale Score: 4,727, Tested: 67, Did Not Meet Grade Level Performance: 0%, Approaches: 7%, Meets: 18%, Masters: 75%)
7%
18%
75%
Black: (Average Scale Score: 4,363, Tested: 60, Did Not Meet Grade Level Performance: 5%, Approaches: 22%, Meets: 25%, Masters: 48%)
5%
22%
25%
48%
White: (Average Scale Score: 4,666, Tested: 177, Did Not Meet Grade Level Performance: 3%, Approaches: 11%, Meets: 18%, Masters: 68%)
3%
11%
18%
68%
Multirace: (Average Scale Score: 4,402, Tested: 18, Did Not Meet Grade Level Performance: 6%, Approaches: 16%, Meets: 28%, Masters: 50%)
6%
16%
28%
50%

    Social Studies Average Scale Score
    (8th Grade)

  • All4,335
  • Males4,335
  • Females4,336
  • Hispanic4,164
  • Asian4,463
  • Black4,346
  • White4,388
  • Multirace4,261
Social Studies Average Scale Score:

4,335
Texas:

3,461
Social Studies students tested: 421
# Absent - Not Tested: 1
Social Studies # Answer Documents Submitted: 422

Social Studies Avg Items Correct:
  • Reporting Category 1: 13.4 (79%)
  • Reporting Category 2: 8.4 (84%)
  • Reporting Category 3: 7.5 (75%)
  • Reporting Category 4: 5.4 (77%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 19%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 55%

8%
19%
18%
55%
Males: (Average Scale Score: 4,335, Tested: 223, Did Not Meet Grade Level Performance: 5%, Approaches: 19%, Meets: 21%, Masters: 55%)
5%
19%
21%
55%
Females: (Average Scale Score: 4,336, Tested: 198, Did Not Meet Grade Level Performance: 11%, Approaches: 18%, Meets: 16%, Masters: 55%)
11%
18%
16%
55%
Hispanic: (Average Scale Score: 4,164, Tested: 99, Did Not Meet Grade Level Performance: 11%, Approaches: 24%, Meets: 22%, Masters: 43%)
11%
24%
22%
43%
Asian: (Average Scale Score: 4,463, Tested: 67, Did Not Meet Grade Level Performance: 7%, Approaches: 14%, Meets: 19%, Masters: 60%)
7%
14%
19%
60%
Black: (Average Scale Score: 4,346, Tested: 60, Did Not Meet Grade Level Performance: 8%, Approaches: 24%, Meets: 16%, Masters: 52%)
8%
24%
16%
52%
White: (Average Scale Score: 4,388, Tested: 176, Did Not Meet Grade Level Performance: 5%, Approaches: 17%, Meets: 17%, Masters: 61%)
5%
17%
17%
61%
Multirace: (Average Scale Score: 4,261, Tested: 18, Did Not Meet Grade Level Performance: 17%, Approaches: 11%, Meets: 16%, Masters: 56%)
17%
11%
16%
56%

Health & Safety


Offenses:
(State average from 2,394 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of physical attack or fight with a weapon: 1
Incidents of physical attack or fight without a weapon: 2

Incidents of threats of physical attack with a weapon: 1


Total incidents per 1,000 students
Raymond B Cooper J H School:

5.2
State:

38.0

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 with disabilities who were referred to a law enforcement agency or official: 2 (all female)
  • White: 2

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

2.6
State:

5.4

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 sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

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

1.3
State:

0.3


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

  • Hispanic4
  • Asian2
  • Black2
  • White22
  • LEP2
  • IDEA7
  • 5044
Chronic Student Absenteeism: 30 (male: 12, female: 18)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 2 (all female)
  • White: 22 (male: 8, female: 14)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

39.1
State:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Mechanical restraint refers to the use of any device or equipment to restrict a student's freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by a student that have been prescribed by an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:
  • Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
  • Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;
  • Restraints for medical immobilization; or Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.


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 Non-IDEA students subjected to mechanical restraint: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 2

Non-IDEA students subjected to mechanical restraint per 1,000 students
Here:

2.6
Texas:

5.4
Total Number of Non-IDEA students subjected to physical restraint: 2 (all male)
  • Asian: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 2

Non-IDEA students subjected to physical restraint per 1,000 students
Here:

2.6
Texas:

3.0
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all female)
  • White: 2

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

2.6
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

  • Hispanic5
  • American Indian3
  • Asian4
  • Black8
  • White13
  • LEP2
  • IDEA11
  • 5049
School days missed due to out-of-school suspension: 33 (male: 24, female: 9)
  • Hispanic: 5 (male: 4, female: 1)
  • American Indian / Alaska Native: 3 (all female)
  • Asian: 4 (male: 2, female: 2)
  • Black: 8 (male: 5, female: 3)
  • White: 13 (all male)
  • Limited English Proficiency (LEP): 2 (male: 1, female: 1)
  • Individuals With Disabilities Education Act (IDEA): 11 (male: 8, female: 3)
  • Section 504: 9 (male: 7, female: 2)
Instances of out-of-school suspension (Students without disabilities): 8

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

10.4
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic4
  • Asian2
  • Black8
  • White5
  • Multirace2
  • LEP2
Students without disabilities receiving one or more in-school suspension: 21 (male: 19, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Black: 8 (all male)
  • White: 5 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)

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

  • Hispanic4
  • American Indian2
  • Asian2
  • Black2
  • White2
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 12 (male: 8, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
Instances of out-of-school suspension (Students with disabilities): 6

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Raymond B Cooper J H School:

7.8
State:

27.5
Instances of out-of-school suspension (Section 504 only): 5

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

6.5
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic7
  • Black4
  • White10
  • LEP2
  • 5047
Students with disabilities receiving one or more in-school suspension: 21 (male: 15, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 7 (male: 5, female: 2)

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

  • Hispanic2
  • Black4
  • White5
  • LEP2
  • 5044
Students with disabilities receiving only one out-of-school suspension: 11 (male: 9, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 4 (male: 2, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2
  • Section 504: 2

Expulsions:
Show data for

(State average from 1,623 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion with educational services: 2 (all male)
  • Black: 2

Students without Disabilities who received an expulsion with educational services per 1,000 students
School:

2.6
State:

26.6

Classes & Courses


Algebra I:
Show data for

(State average from 1,291 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.

    8th grade student enrollment in Algebra I

  • Hispanic13
  • American Indian2
  • Asian22
  • Native Hawaiian2
  • Black19
  • White61
  • Multirace4
8th grade student enrollment in Algebra I: 123 (male: 57, female: 66)
  • Hispanic: 13 (male: 2, female: 11)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 22 (male: 11, female: 11)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 19 (male: 11, female: 8)
  • White: 61 (male: 29, female: 32)
  • Two or More Races: 4 (male: 2, female: 2)

    8th grade studenst who passed Algebra I

  • Hispanic14
  • Asian23
  • Black20
  • White59
8th grade studenst who passed Algebra I: 116 (male: 52, female: 64)
  • Hispanic: 14 (male: 4, female: 10)
  • Asian: 23 (male: 10, female: 13)
  • Black: 20 (male: 10, female: 10)
  • White: 59 (male: 28, female: 31)
Percent of 8th grade students who passed
Raymond B Cooper J H School:

94.3%
State:

87.0%

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
8th grade students enrolled in Geometry: 2

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