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Rosendo Benavides Elementary School in Sullivan City, 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 52
Address
 1882 EL PINTO RD
Sullivan City, TX 78595
Telephone
(956) 323-2360
(make sure to verify first before calling)
City-data.com school rating
52
Students
452
Classroom Teachers (FTE)
32.1
Free lunch eligible students
429
School district
LA JOYA 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:
THELMA ROSA SALINAS STEM EARLY COLLEGE H S (6.5 miles):

91
JIMMY CARTER EARLY COLLEGE H S (6.5 miles):

73
TABASCO EL (6.4 miles):

69
SAM FORDYCE EL (2.6 miles):

59
LORENZO DE ZAVALA MIDDLE (6.8 miles):

54
Rosendo Benavides Elementary School:

52
ALTO BONITO EL (5.1 miles):

48
GRULLA MIDDLE (6.0 miles):

35
LA JOYA H S (6.5 miles):

24
Rosendo Benavides Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Hidalgo County:

58
Sullivan City:

56
Rosendo Benavides Elementary:

52

Students & Teachers


Total enrollment:
Enrollment in 2016: 452
Enrollment in 2015: 465
Enrollment in 2014: 468
Enrollment in 2013: 502
Enrollment in 2012: 486
Enrollment in 2011: 500
Enrollment in 2010: 463
Enrollment in 2009: 457
Enrollment in 2008: 460
Enrollment in 2007: 447
Enrollment in 2006: 416
Enrollment in 2005: 433
Enrollment in 2004: 491
Enrollment in 2003: 501
Enrollment in 2002: 861
Enrollment in 2001: 846
Enrollment in 2000: 819
Enrollment in 1999: 843

Rosendo Benavides Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students46775167716773452
Female students25432432353033222
Male students21342735363740230
American Indian/Alaska Native students - 2 - - - - - 2
Hispanic students46755167716773450

Enrollment by grade:
Pre-Kindergarten enrollment: 46
Kindergarten enrollment: 77
1st grade enrollment: 51
2nd grade enrollment: 67
3rd grade enrollment: 71
4th grade enrollment: 67
5th grade enrollment: 73

Rosendo Benavides Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 222 (49.1%)
Here:

49.1%
State:

49.0%
Male enrollment: 230 (50.9%)
School:

50.9%
State:

50.1%

Rosendo Benavides Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 2 (0.4%)
School:

0.4%
Texas:

0.4%
Hispanic enrollment: 450 (99.6%)
Here:

99.6%
Texas:

46.9%

Rosendo Benavides Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 429 (94.9%)
Here:

94.9%
Texas:

61.6%
Free lunch eligible students: 429 (94.9%)
Here:

94.9%
State:

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

0.0%
State:

6.2%

Rosendo Benavides Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 32.1

Number of FTE teachers in their first year of teaching: 4
Number of FTE teachers in their second year of teaching: 2.9
Number of FTE school counselors: 1.2
Number of FTE teachers who were absent more than 10 school days during the school years: 9
Number of FTE security guards: 0.5
Number of FTE nurses: 0.5

Student/Teacher Ratio
Rosendo Benavides Elementary School:

14.1
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,637,891
  • Full-time Equivalency Count of Teachers: 32.1 (Salary Expenditures: $1,299,734)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $53,332)
  • Full-time Equivalency Count of Support Services Staff: 3.5 (Salary Expenditures: $142,938)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $141,887)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $156,994
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,133,832
  • Salary Expenditures for Teachers: $1,636,942
  • Full-time Equivalency Count of Instructional Aides: 8 (Salary Expenditures: $156,750)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $198,253)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $141,887)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $0

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 364 (male: 179, female: 185)
  • Hispanic: 364 (male: 179, female: 185)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 26, 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: 35 (male: 31, female: 4)
  • Hispanic: 35 (male: 31, female: 4)
  • Limited English Proficiency (LEP): 32 (male: 28, female: 4)
Students with disabilities served under Section 504: 16 (male: 11, female: 5)
  • Hispanic: 16 (male: 11, female: 5)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)

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)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 1st grade students retained
Here:

3.9%
State:

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: 25 (male: 14, female: 11)
  • Hispanic: 25 (male: 14, female: 11)
  • Limited English Proficiency (LEP): 13 (male: 5, female: 8)

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

55.3
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)

  • All1,415
  • Males1,424
  • Females1,406
  • Hispanic1,415
Math Average Scale Score:

1,415
Texas:

1,453
Math students tested: 44
Math # Answer Documents Submitted: 44

Math Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 6.7 (52%)
  • Reporting Category 3: 4.1 (58%)
  • Reporting Category 4: 2.6 (66%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 16%

36%
25%
23%
16%
Males: (Average Scale Score: 1,424, Tested: 22, Did Not Meet Grade Level Performance: 41%, Approaches: 14%, Meets: 22%, Masters: 23%)
41%
14%
22%
23%
Females: (Average Scale Score: 1,406, Tested: 22, Did Not Meet Grade Level Performance: 32%, Approaches: 36%, Meets: 23%, Masters: 9%)
32%
36%
23%
9%
Hispanic: (Average Scale Score: 1,415, Tested: 44, Did Not Meet Grade Level Performance: 36%, Approaches: 25%, Meets: 23%, Masters: 16%)
36%
25%
23%
16%

    Reading Average Scale Score
    (3rd Grade)

  • All1,391
  • Males1,423
  • Females1,369
  • Hispanic1,391
Reading Average Scale Score:

1,391
State:

1,423
Reading students tested: 12
Reading # Answer Documents Submitted: 12

Reading Avg Items Correct:
  • Reporting Category 1: 3.6 (72%)
  • Reporting Category 2: 9 (60%)
  • Reporting Category 3: 7.7 (55%)

Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 8%
Masters Grade Level Performance: 25%

42%
25%
8%
25%
Males: (Average Scale Score: 1,423, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 0%, Masters: 40%)
20%
40%
40%
Females: (Average Scale Score: 1,369, Tested: 7, Did Not Meet Grade Level Performance: 57%, Approaches: 14%, Meets: 15%, Masters: 14%)
57%
14%
15%
14%
Hispanic: (Average Scale Score: 1,391, Tested: 12, Did Not Meet Grade Level Performance: 42%, Approaches: 25%, Meets: 8%, Masters: 25%)
42%
25%
8%
25%
3rd Grade (Spanish)

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

  • All1,381
  • Males1,382
  • Females1,380
  • Hispanic1,381
Reading Average Scale Score:

1,381
Texas:

956
Reading students tested: 32
Reading # Answer Documents Submitted: 32

Reading Avg Items Correct:
  • Reporting Category 1: 3.7 (73%)
  • Reporting Category 2: 8.8 (59%)
  • Reporting Category 3: 7.6 (54%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 6%
Masters Grade Level Performance: 22%

31%
41%
6%
22%
Males: (Average Scale Score: 1,382, Tested: 17, Did Not Meet Grade Level Performance: 29%, Approaches: 42%, Meets: 11%, Masters: 18%)
29%
42%
11%
18%
Females: (Average Scale Score: 1,380, Tested: 15, Did Not Meet Grade Level Performance: 33%, Approaches: 40%, Meets: 0%, Masters: 27%)
33%
40%
27%
Hispanic: (Average Scale Score: 1,381, Tested: 32, Did Not Meet Grade Level Performance: 31%, Approaches: 41%, Meets: 6%, Masters: 22%)
31%
41%
6%
22%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,537
  • Males1,531
  • Females1,542
  • Hispanic1,537
Math Average Scale Score:

1,537
Texas:

1,546
Math students tested: 55
Math # Answer Documents Submitted: 55

Math Avg Items Correct:
  • Reporting Category 1: 6.1 (68%)
  • Reporting Category 2: 6.8 (61%)
  • Reporting Category 3: 5.7 (57%)
  • Reporting Category 4: 2.4 (60%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 24%

31%
31%
14%
24%
Males: (Average Scale Score: 1,531, Tested: 26, Did Not Meet Grade Level Performance: 38%, Approaches: 20%, Meets: 11%, Masters: 31%)
38%
20%
11%
31%
Females: (Average Scale Score: 1,542, Tested: 29, Did Not Meet Grade Level Performance: 24%, Approaches: 42%, Meets: 17%, Masters: 17%)
24%
42%
17%
17%
Hispanic: (Average Scale Score: 1,537, Tested: 55, Did Not Meet Grade Level Performance: 31%, Approaches: 31%, Meets: 14%, Masters: 24%)
31%
31%
14%
24%

    Reading Average Scale Score
    (4th Grade)

  • All1,436
  • Females1,412
  • Hispanic1,436
Reading Average Scale Score:

1,436
State:

1,496
Reading students tested: 11
Reading # Answer Documents Submitted: 11

Reading Avg Items Correct:
  • Reporting Category 1: 5.5 (68%)
  • Reporting Category 2: 7 (47%)
  • Reporting Category 3: 7 (54%)

Did Not Meet Grade Level Performance: 64%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 0%
Masters Grade Level Performance: 9%

64%
27%
9%
Females: (Average Scale Score: 1,412, Tested: 7, Did Not Meet Grade Level Performance: 71%, Approaches: 29%, Meets: 0%, Masters: 0%)
71%
29%
Hispanic: (Average Scale Score: 1,436, Tested: 11, Did Not Meet Grade Level Performance: 64%, Approaches: 27%, Meets: 0%, Masters: 9%)
64%
27%
9%

    Writing Average Scale Score
    (4th Grade)

  • All3,350
  • Females3,517
  • Hispanic3,350
Writing Average Scale Score:

3,350
State:

3,570
Writing students tested: 8
Writing # Answer Documents Submitted: 8

Writing Avg Items Correct:
  • Reporting Category 1: 3.6 (45%)
  • Reporting Category 2: 3.6 (45%)
  • Reporting Category 3: 8 (50%)

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

50%
50%
Females: (Average Scale Score: 3,517, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 67%, Meets: 0%, Masters: 0%)
33%
67%
Hispanic: (Average Scale Score: 3,350, Tested: 8, Did Not Meet Grade Level Performance: 50%, Approaches: 50%, Meets: 0%, Masters: 0%)
50%
50%
4th Grade (Spanish)

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

  • All1,438
  • Males1,384
  • Females1,493
  • Hispanic1,438
Reading Average Scale Score:

1,438
State:

815
Reading students tested: 44
Reading # Answer Documents Submitted: 44

Reading Avg Items Correct:
  • Reporting Category 1: 4.8 (61%)
  • Reporting Category 2: 8.2 (54%)
  • Reporting Category 3: 6.7 (52%)

Did Not Meet Grade Level Performance: 43%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 9%
Masters Grade Level Performance: 16%

43%
32%
9%
16%
Males: (Average Scale Score: 1,384, Tested: 22, Did Not Meet Grade Level Performance: 55%, Approaches: 36%, Meets: 4%, Masters: 5%)
55%
36%
4%
5%
Females: (Average Scale Score: 1,493, Tested: 22, Did Not Meet Grade Level Performance: 32%, Approaches: 27%, Meets: 14%, Masters: 27%)
32%
27%
14%
27%
Hispanic: (Average Scale Score: 1,438, Tested: 44, Did Not Meet Grade Level Performance: 43%, Approaches: 32%, Meets: 9%, Masters: 16%)
43%
32%
9%
16%

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

  • All3,960
  • Males3,757
  • Females4,172
  • Hispanic3,960
Writing Average Scale Score:

3,960
State:

2,017
Writing students tested: 47
Writing # Answer Documents Submitted: 47

Writing Avg Items Correct:
  • Reporting Category 1: 4.5 (56%)
  • Reporting Category 2: 5 (62%)
  • Reporting Category 3: 12 (75%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 19%

26%
27%
28%
19%
Males: (Average Scale Score: 3,757, Tested: 24, Did Not Meet Grade Level Performance: 25%, Approaches: 42%, Meets: 29%, Masters: 4%)
25%
42%
29%
4%
Females: (Average Scale Score: 4,172, Tested: 23, Did Not Meet Grade Level Performance: 26%, Approaches: 13%, Meets: 26%, Masters: 35%)
26%
13%
26%
35%
Hispanic: (Average Scale Score: 3,960, Tested: 47, Did Not Meet Grade Level Performance: 26%, Approaches: 27%, Meets: 28%, Masters: 19%)
26%
27%
28%
19%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,581
  • Males1,589
  • Females1,572
  • Hispanic1,581
Math Average Scale Score:

1,581
State:

1,603
Math students tested: 64
Math # Answer Documents Submitted: 64

Math Avg Items Correct:
  • Reporting Category 1: 3.5 (58%)
  • Reporting Category 2: 11.1 (66%)
  • Reporting Category 3: 5.3 (59%)
  • Reporting Category 4: 2 (49%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 44%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 13%

20%
44%
23%
13%
Males: (Average Scale Score: 1,589, Tested: 33, Did Not Meet Grade Level Performance: 15%, Approaches: 52%, Meets: 21%, Masters: 12%)
15%
52%
21%
12%
Females: (Average Scale Score: 1,572, Tested: 31, Did Not Meet Grade Level Performance: 26%, Approaches: 35%, Meets: 26%, Masters: 13%)
26%
35%
26%
13%
Hispanic: (Average Scale Score: 1,581, Tested: 64, Did Not Meet Grade Level Performance: 20%, Approaches: 44%, Meets: 23%, Masters: 13%)
20%
44%
23%
13%

    Reading Average Scale Score
    (5th Grade)

  • All1,464
  • Males1,452
  • Females1,477
  • Hispanic1,464
Reading Average Scale Score:

1,464
State:

1,546
Reading students tested: 14
Reading # Answer Documents Submitted: 14

Reading Avg Items Correct:
  • Reporting Category 1: 4.2 (53%)
  • Reporting Category 2: 8.1 (51%)
  • Reporting Category 3: 7.4 (53%)

Did Not Meet Grade Level Performance: 64%
Approaches Grade Level Performance: 0%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 7%

64%
29%
7%
Males: (Average Scale Score: 1,452, Tested: 7, Did Not Meet Grade Level Performance: 71%, Approaches: 0%, Meets: 15%, Masters: 14%)
71%
15%
14%
Females: (Average Scale Score: 1,477, Tested: 7, Did Not Meet Grade Level Performance: 57%, Approaches: 0%, Meets: 43%, Masters: 0%)
57%
43%
Hispanic: (Average Scale Score: 1,464, Tested: 14, Did Not Meet Grade Level Performance: 64%, Approaches: 0%, Meets: 29%, Masters: 7%)
64%
29%
7%

    Science Average Scale Score
    (5th Grade)

  • All3,790
  • Males3,777
  • Hispanic3,790
Science Average Scale Score:

3,790
State:

3,771
Science students tested: 10
Science # Answer Documents Submitted: 10

Science Avg Items Correct:
  • Reporting Category 1: 3.8 (63%)
  • Reporting Category 2: 5.6 (70%)
  • Reporting Category 3: 6.3 (63%)
  • Reporting Category 4: 8.8 (73%)

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

30%
20%
50%
Males: (Average Scale Score: 3,777, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 17%, Meets: 50%, Masters: 0%)
33%
17%
50%
Hispanic: (Average Scale Score: 3,790, Tested: 10, Did Not Meet Grade Level Performance: 30%, Approaches: 20%, Meets: 50%, Masters: 0%)
30%
20%
50%
5th Grade (Spanish)

    Reading Average Scale Score
    (5th Grade (Spanish))

  • All1,603
  • Males1,573
  • Females1,637
  • Hispanic1,603
Reading Average Scale Score:

1,603
State:

683
Reading students tested: 50
Reading # Answer Documents Submitted: 50

Reading Avg Items Correct:
  • Reporting Category 1: 5.8 (73%)
  • Reporting Category 2: 11 (69%)
  • Reporting Category 3: 9.1 (65%)

Did Not Meet Grade Level Performance: 14%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 22%

14%
32%
32%
22%
Males: (Average Scale Score: 1,573, Tested: 26, Did Not Meet Grade Level Performance: 12%, Approaches: 42%, Meets: 31%, Masters: 15%)
12%
42%
31%
15%
Females: (Average Scale Score: 1,637, Tested: 24, Did Not Meet Grade Level Performance: 17%, Approaches: 20%, Meets: 34%, Masters: 29%)
17%
20%
34%
29%
Hispanic: (Average Scale Score: 1,603, Tested: 50, Did Not Meet Grade Level Performance: 14%, Approaches: 32%, Meets: 32%, Masters: 22%)
14%
32%
32%
22%

    Science Average Scale Score
    (5th Grade (Spanish))

  • All3,677
  • Males3,736
  • Females3,620
  • Hispanic3,677
Science Average Scale Score:

3,677
Texas:

857
Science students tested: 53
Science # Answer Documents Submitted: 53

Science Avg Items Correct:
  • Reporting Category 1: 3.7 (62%)
  • Reporting Category 2: 6 (75%)
  • Reporting Category 3: 5.4 (54%)
  • Reporting Category 4: 8 (67%)

Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 45%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 0%

32%
45%
23%
Males: (Average Scale Score: 3,736, Tested: 26, Did Not Meet Grade Level Performance: 27%, Approaches: 42%, Meets: 31%, Masters: 0%)
27%
42%
31%
Females: (Average Scale Score: 3,620, Tested: 27, Did Not Meet Grade Level Performance: 37%, Approaches: 48%, Meets: 15%, Masters: 0%)
37%
48%
15%
Hispanic: (Average Scale Score: 3,677, Tested: 53, Did Not Meet Grade Level Performance: 32%, Approaches: 45%, Meets: 23%, Masters: 0%)
32%
45%
23%

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 with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

4.4
Texas:

5.4
Students with disabilities who received a school-related arrest: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 2

Students with disabilities who received a school-related arrest per 1,000 students
Rosendo Benavides Elementary School:

4.4
Texas:

4.1

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: 52 (male: 32, female: 20)
  • Hispanic: 52 (male: 32, female: 20)
  • Limited English Proficiency (LEP): 43 (male: 26, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

115.0
Texas:

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
School:

4.4
Texas:

5.4
Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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

4.4
Texas:

1.0
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

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

4.4
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

  • Hispanic19
  • LEP18
  • IDEA9
  • 5047
School days missed due to out-of-school suspension: 19 (male: 17, female: 2)
  • Hispanic: 19 (male: 17, female: 2)
  • Limited English Proficiency (LEP): 18 (male: 16, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 9 (male: 7, female: 2)
  • Section 504: 7 (all male)
Instances of out-of-school suspension (Students without disabilities): 3

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

6.6
State:

102.7
Students without disabilities receiving one or more in-school suspension: 5 (all male)
  • Hispanic: 5
  • Limited English Proficiency (LEP): 5
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 7

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

15.5
Texas:

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)
Here:

11.1
Texas:

12.0
Students with disabilities receiving one or more in-school suspension: 5 (all male)
  • Hispanic: 5
  • Limited English Proficiency (LEP): 5
  • Section 504: 2
Students with disabilities receiving more than one out-of-school suspension: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Section 504: 2 (all male)

Expulsions:
Show data for

(State average from 1,623 schools)
Preschool expulsion refers to the permanent termination of a preschool child's participation in a preschool program at a school or facility for disciplinary purposes. A preschool child who is transitioned directly from the classroom to a different setting deemed to be more appropriate for the child (e.g., special education, transitional classroom, or therapeutic preschool program) is not considered an expelled preschooler.
Total Number of Preschool Children who Received Expulsions: 16 (male: 8, female: 8)
  • Hispanic: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Preschool Children who Received Expulsions per 1,000 students)
Rosendo Benavides Elementary School:

35.4
State:

2.9

Transfers:
(State average from 1,202 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students with disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 2

Students with disabilities transferred to an alternative school for disciplinary reasons
Here:

4.4
State:

5.9

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