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Sadler Means Ywla School in Austin, TX
(06-08 • 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 17
Address
 6401 N HAMPTON DR
Austin, TX 78723
Telephone
(512) 414-3234
(make sure to verify first before calling)
City-data.com school rating
17
Students
369
Classroom Teachers (FTE)
34.1
Free lunch eligible students
302
Reduced-price lunch
eligible students
26
School district
AUSTIN 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:
BLANTON EL (0.7 miles):

65
PECAN SPRINGS EL (0.8 miles):

63
WINN EL (0.9 miles):

31
AUSTIN ACHIEVE PUBLIC SCHOOLS (0.4 miles):

30
HARRIS EL (0.6 miles):

29
ANDREWS EL (0.3 miles):

22
Sadler Means Ywla School:

17
REAGAN H S (0.9 miles):

13
TEXAS PREPARATORY SCHOOL - AUSTIN CAMPUS (0.8 miles):

12
Sadler Means Ywla School rating compared to average state, county and city schools ratings:
Texas:

54
Travis County:

57
Austin:

57
Sadler Means Ywla School:

17

Students & Teachers


Total enrollment:
Enrollment in 2016: 369
Enrollment in 2015: 341

Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students14313393369
Female students14313393369
American Indian/Alaska Native students11 - 2
Asian students32712
Hispanic students1099256257
Black students24332481
White students35513
Two or More Races students3 - 14

Enrollment by grade:
6th grade enrollment: 143
7th grade enrollment: 133
8th grade enrollment: 93

Sadler Means Ywla School - Enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 369 (100.0%)
School:

100.0%
State:

49.0%

Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 2 (0.5%)
School:

0.5%
State:

0.4%
Asian enrollment: 12 (3.3%)
Sadler Means Ywla School:

3.3%
State:

3.1%
Hispanic enrollment: 257 (69.6%)
Here:

69.6%
Texas:

46.9%
Black enrollment: 81 (22.0%)
Here:

22.0%
Texas:

11.6%
White enrollment: 13 (3.5%)
School:

3.5%
State:

32.3%
Two or More Races enrollment: 4 (1.1%)
Sadler Means Ywla School:

1.1%
State:

2.1%

Sadler Means Ywla School - Enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 328 (88.9%)
School:

88.9%
Texas:

61.6%
Free lunch eligible students: 302 (81.8%)
School:

81.8%
State:

55.4%
Reduced-price lunch eligible students: 26 (7.0%)
School:

7.0%
Texas:

6.2%

Sadler Means Ywla School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 34.1

Number of FTE teachers in their first year of teaching: 3.3
Number of FTE teachers in their second year of teaching: 4
Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 4.2
Number of FTE sworn law enforcement officers: 1
Number of FTE security guards: 1
Number of FTE nurses: 0.4

Student/Teacher Ratio
Here:

10.8
State:

15.6

School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,601,119
  • Full-time Equivalency Count of Teachers: 35 (Salary Expenditures: $1,710,468)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $91,302)
  • Full-time Equivalency Count of Support Services Staff: 17 (Salary Expenditures: $631,163)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $168,186)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $536,188
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,968,640
  • Salary Expenditures for Teachers: $1,911,260
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $91,302)
  • Full-time Equivalency Count of Support Services Staff: 23.8 (Salary Expenditures: $732,938)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $233,140)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $687,117

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic143
  • American Indian2
  • Asian11
  • Black5
  • White5
  • Multirace2
  • IDEA20
Students Enrolled in LEP Programs: 168 (all female)
  • Hispanic: 143
  • American Indian / Alaska Native: 2
  • Asian: 11
  • Black: 5
  • White: 5
  • Two or More Races: 2
  • Individuals With Disabilities Education Act (IDEA): 20

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: 47 (all female)
  • Hispanic: 31
  • Black: 16
  • Limited English Proficiency (LEP): 22

    Students with disabilities served under Section 504

  • Hispanic11
  • American Indian2
  • Black8
  • White2
  • Multirace2
  • LEP8
Students with disabilities served under Section 504: 25 (all female)
  • Hispanic: 11
  • American Indian / Alaska Native: 2
  • Black: 8
  • White: 2
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 8

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

  • Hispanic20
  • Asian2
  • Black5
  • White2
  • LEP5
Gifted and Talented Student Enrollment: 29 (all female)
  • Hispanic: 20
  • Asian: 2
  • Black: 5
  • White: 2
  • Limited English Proficiency (LEP): 5

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

78.6
State:

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

  • All4,172
  • Females4,172
  • Hispanic4,184
Algebra I Average Scale Score:

4,172
Texas:

4,001
Algebra I students tested: 29
Algebra I # Answer Documents Submitted: 29

Algebra I Avg Items Correct:
  • Reporting Category 1: 6.4 (58%)
  • Reporting Category 2: 8.9 (74%)
  • Reporting Category 3: 9.4 (67%)
  • Reporting Category 4: 7.4 (67%)
  • Reporting Category 5: 4.7 (79%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 48%
Masters Grade Level Performance: 28%

3%
21%
48%
28%
Females: (Average Scale Score: 4,172, Tested: 29, Did Not Meet Grade Level Performance: 3%, Approaches: 21%, Meets: 48%, Masters: 28%)
3%
21%
48%
28%
Hispanic: (Average Scale Score: 4,184, Tested: 26, Did Not Meet Grade Level Performance: 4%, Approaches: 19%, Meets: 50%, Masters: 27%)
4%
19%
50%
27%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,551
  • Females1,551
  • Hispanic1,546
  • Black1,557
Math Average Scale Score:

1,551
State:

1,546
Math students tested: 136
Math # Answer Documents Submitted: 136

Math Avg Items Correct:
  • Reporting Category 1: 4.2 (42%)
  • Reporting Category 2: 5.9 (40%)
  • Reporting Category 3: 2.4 (40%)
  • Reporting Category 4: 2.5 (36%)

Did Not Meet Grade Level Performance: 46%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 1%

46%
41%
12%
1%
Females: (Average Scale Score: 1,551, Tested: 136, Did Not Meet Grade Level Performance: 46%, Approaches: 41%, Meets: 12%, Masters: 1%)
46%
41%
12%
1%
Hispanic: (Average Scale Score: 1,546, Tested: 104, Did Not Meet Grade Level Performance: 46%, Approaches: 42%, Meets: 12%, Masters: 0%)
46%
42%
12%
Black: (Average Scale Score: 1,557, Tested: 25, Did Not Meet Grade Level Performance: 52%, Approaches: 32%, Meets: 12%, Masters: 4%)
52%
32%
12%
4%

    Reading Average Scale Score
    (6th Grade)

  • All1,512
  • Females1,512
  • Hispanic1,505
  • Black1,505
Reading Average Scale Score:

1,512
State:

1,457
Reading students tested: 136
Reading # Answer Documents Submitted: 136

Reading Avg Items Correct:
  • Reporting Category 1: 4.2 (52%)
  • Reporting Category 2: 10.4 (61%)
  • Reporting Category 3: 7.4 (50%)

Did Not Meet Grade Level Performance: 53%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 5%

53%
27%
15%
5%
Females: (Average Scale Score: 1,512, Tested: 136, Did Not Meet Grade Level Performance: 53%, Approaches: 27%, Meets: 15%, Masters: 5%)
53%
27%
15%
5%
Hispanic: (Average Scale Score: 1,505, Tested: 104, Did Not Meet Grade Level Performance: 56%, Approaches: 28%, Meets: 14%, Masters: 2%)
56%
28%
14%
2%
Black: (Average Scale Score: 1,505, Tested: 25, Did Not Meet Grade Level Performance: 52%, Approaches: 24%, Meets: 16%, Masters: 8%)
52%
24%
16%
8%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,534
  • Females1,534
  • Hispanic1,535
  • Black1,530
Math Average Scale Score:

1,534
State:

1,571
Math students tested: 96
Math # Answer Documents Submitted: 128

Math Avg Items Correct:
  • Reporting Category 1: 2.2 (37%)
  • Reporting Category 2: 5.1 (34%)
  • Reporting Category 3: 4 (33%)
  • Reporting Category 4: 1.5 (22%)

Did Not Meet Grade Level Performance: 72%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 0%
Masters Grade Level Performance: 0%

72%
28%
Females: (Average Scale Score: 1,534, Tested: 96, Did Not Meet Grade Level Performance: 72%, Approaches: 28%, Meets: 0%, Masters: 0%)
72%
28%
Hispanic: (Average Scale Score: 1,535, Tested: 69, Did Not Meet Grade Level Performance: 71%, Approaches: 29%, Meets: 0%, Masters: 0%)
71%
29%
Black: (Average Scale Score: 1,530, Tested: 22, Did Not Meet Grade Level Performance: 77%, Approaches: 23%, Meets: 0%, Masters: 0%)
77%
23%

    Reading Average Scale Score
    (7th Grade)

  • All1,574
  • Females1,574
  • Hispanic1,584
  • Black1,526
Reading Average Scale Score:

1,574
Texas:

1,550
Reading students tested: 128
Reading # Answer Documents Submitted: 128

Reading Avg Items Correct:
  • Reporting Category 1: 4.5 (56%)
  • Reporting Category 2: 9.9 (55%)
  • Reporting Category 3: 8.3 (52%)

Did Not Meet Grade Level Performance: 51%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 10%

51%
28%
11%
10%
Females: (Average Scale Score: 1,574, Tested: 128, Did Not Meet Grade Level Performance: 51%, Approaches: 28%, Meets: 11%, Masters: 10%)
51%
28%
11%
10%
Hispanic: (Average Scale Score: 1,584, Tested: 95, Did Not Meet Grade Level Performance: 46%, Approaches: 31%, Meets: 10%, Masters: 13%)
46%
31%
10%
13%
Black: (Average Scale Score: 1,526, Tested: 25, Did Not Meet Grade Level Performance: 68%, Approaches: 28%, Meets: 4%, Masters: 0%)
68%
28%
4%

    Writing Average Scale Score
    (7th Grade)

  • All3,350
  • Females3,350
  • Hispanic3,363
  • Black3,353
Writing Average Scale Score:

3,350
Texas:

3,515
Writing students tested: 128
Writing # Answer Documents Submitted: 128

Writing Avg Items Correct:
  • Reporting Category 1: 6.4 (40%)
  • Reporting Category 2: 6.6 (50%)
  • Reporting Category 3: 9 (53%)

Did Not Meet Grade Level Performance: 65%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 12%
Masters Grade Level Performance: 1%

65%
22%
12%
1%
Females: (Average Scale Score: 3,350, Tested: 128, Did Not Meet Grade Level Performance: 65%, Approaches: 22%, Meets: 12%, Masters: 1%)
65%
22%
12%
1%
Hispanic: (Average Scale Score: 3,363, Tested: 95, Did Not Meet Grade Level Performance: 66%, Approaches: 22%, Meets: 11%, Masters: 1%)
66%
22%
11%
1%
Black: (Average Scale Score: 3,353, Tested: 25, Did Not Meet Grade Level Performance: 60%, Approaches: 28%, Meets: 12%, Masters: 0%)
60%
28%
12%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,607
  • Females1,607
  • Hispanic1,609
  • Black1,561
Math Average Scale Score:

1,607
State:

1,539
Math students tested: 127
Math # Answer Documents Submitted: 156

Math Avg Items Correct:
  • Reporting Category 1: 2 (51%)
  • Reporting Category 2: 7.1 (44%)
  • Reporting Category 3: 7.4 (49%)
  • Reporting Category 4: 3.2 (45%)

Did Not Meet Grade Level Performance: 48%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 0%

48%
38%
14%
Females: (Average Scale Score: 1,607, Tested: 127, Did Not Meet Grade Level Performance: 48%, Approaches: 38%, Meets: 14%, Masters: 0%)
48%
38%
14%
Hispanic: (Average Scale Score: 1,609, Tested: 101, Did Not Meet Grade Level Performance: 46%, Approaches: 42%, Meets: 12%, Masters: 0%)
46%
42%
12%
Black: (Average Scale Score: 1,561, Tested: 20, Did Not Meet Grade Level Performance: 75%, Approaches: 20%, Meets: 5%, Masters: 0%)
75%
20%
5%

    Reading Average Scale Score
    (8th Grade)

  • All1,629
  • Females1,629
  • Hispanic1,627
  • Black1,619
Reading Average Scale Score:

1,629
State:

1,561
Reading students tested: 124
Reading # Answer Documents Submitted: 156

Reading Avg Items Correct:
  • Reporting Category 1: 5 (62%)
  • Reporting Category 2: 12.6 (66%)
  • Reporting Category 3: 9.7 (57%)

Did Not Meet Grade Level Performance: 39%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 8%

39%
30%
23%
8%
Females: (Average Scale Score: 1,629, Tested: 124, Did Not Meet Grade Level Performance: 39%, Approaches: 30%, Meets: 23%, Masters: 8%)
39%
30%
23%
8%
Hispanic: (Average Scale Score: 1,627, Tested: 101, Did Not Meet Grade Level Performance: 39%, Approaches: 29%, Meets: 25%, Masters: 7%)
39%
29%
25%
7%
Black: (Average Scale Score: 1,619, Tested: 19, Did Not Meet Grade Level Performance: 47%, Approaches: 32%, Meets: 10%, Masters: 11%)
47%
32%
10%
11%

    Science Average Scale Score
    (8th Grade)

  • All3,584
  • Females3,584
  • Hispanic3,598
  • Black3,346
Science Average Scale Score:

3,584
State:

3,634
Science students tested: 123
# Absent - Not Tested: 1
Science # Answer Documents Submitted: 124

Science Avg Items Correct:
  • Reporting Category 1: 5.9 (54%)
  • Reporting Category 2: 5.1 (57%)
  • Reporting Category 3: 5.7 (52%)
  • Reporting Category 4: 6.1 (55%)

Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 7%

50%
26%
17%
7%
Females: (Average Scale Score: 3,584, Tested: 123, Did Not Meet Grade Level Performance: 50%, Approaches: 26%, Meets: 17%, Masters: 7%)
50%
26%
17%
7%
Hispanic: (Average Scale Score: 3,598, Tested: 102, Did Not Meet Grade Level Performance: 49%, Approaches: 27%, Meets: 17%, Masters: 7%)
49%
27%
17%
7%
Black: (Average Scale Score: 3,346, Tested: 17, Did Not Meet Grade Level Performance: 71%, Approaches: 11%, Meets: 18%, Masters: 0%)
71%
11%
18%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,524
  • Females3,524
  • Hispanic3,530
  • Black3,394
Social Studies Average Scale Score:

3,524
State:

3,461
Social Studies students tested: 123
# Absent - Not Tested: 1
Social Studies # Answer Documents Submitted: 124

Social Studies Avg Items Correct:
  • Reporting Category 1: 8.3 (49%)
  • Reporting Category 2: 5.3 (53%)
  • Reporting Category 3: 5.1 (51%)
  • Reporting Category 4: 3.4 (48%)

Did Not Meet Grade Level Performance: 52%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 6%
Masters Grade Level Performance: 10%

52%
32%
6%
10%
Females: (Average Scale Score: 3,524, Tested: 123, Did Not Meet Grade Level Performance: 52%, Approaches: 32%, Meets: 6%, Masters: 10%)
52%
32%
6%
10%
Hispanic: (Average Scale Score: 3,530, Tested: 102, Did Not Meet Grade Level Performance: 51%, Approaches: 33%, Meets: 7%, Masters: 9%)
51%
33%
7%
9%
Black: (Average Scale Score: 3,394, Tested: 17, Did Not Meet Grade Level Performance: 65%, Approaches: 23%, Meets: 6%, Masters: 6%)
65%
23%
6%
6%

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 without a weapon: 18

Incidents of threats of physical attack without a weapon: 21


Total incidents per 1,000 students
Here:

105.7
Texas:

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 without disabilities who were referred to a law enforcement agency or official: 19 (all female)
  • Hispanic: 8
  • Black: 11
  • Limited English Proficiency (LEP): 5

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

51.5
Texas:

17.4
Students without disabilities who received a school-related arrest: 4 (all female)
  • Hispanic: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2

Students without disabilities who received a school-related arrest per 1,000 students
Sadler Means Ywla School:

10.8
State:

13.1
Students with disabilities who were referred to a law enforcement agency or official: 2 (all female)
  • Black: 2

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

5.4
Texas:

5.4

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

  • Hispanic23
  • Black11
  • White2
  • LEP11
  • IDEA8
  • 5042
Chronic Student Absenteeism: 36 (all female)
  • Hispanic: 23
  • Black: 11
  • White: 2
  • Limited English Proficiency (LEP): 11
  • Individuals With Disabilities Education Act (IDEA): 8
  • Section 504: 2
Chronic Student Absenteeism per 1,000 students
Sadler Means Ywla School:

97.6
Texas:

147.9

Suspensions:
Show data for

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

    School days missed due to out-of-school suspension

  • Hispanic1
  • Black13
  • IDEA4
  • 5042
School days missed due to out-of-school suspension: 14 (all female)
  • Hispanic: 1
  • Black: 13
  • Individuals With Disabilities Education Act (IDEA): 4
  • Section 504: 2
Instances of out-of-school suspension (Students without disabilities): 7

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

19.0
State:

102.7
Students without disabilities receiving one or more in-school suspension: 22 (all female)
  • Hispanic: 8
  • Black: 14
  • Limited English Proficiency (LEP): 5
Students without disabilities receiving only one out-of-school suspension: 2 (all female)
  • Black: 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all female)
  • Black: 2
Instances of out-of-school suspension (Students with disabilities): 2

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

5.4
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 1

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

2.7
State:

12.0
Students with disabilities receiving one or more in-school suspension: 7 (all female)
  • Hispanic: 2
  • Black: 5
  • Section 504: 5
Students with disabilities receiving only one out-of-school suspension: 4 (all female)
  • Hispanic: 2
  • Black: 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: 4 (all female)
  • Hispanic: 2
  • Black: 2
  • Limited English Proficiency (LEP): 2

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

10.8
Texas:

32.9
Students with Disabilities who received an expulsion with educational services: 4 (all female)
  • Hispanic: 2
  • Black: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
Sadler Means Ywla School:

10.8
State:

5.4

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 without disabilities transferred to an alternative school for disciplinary reasons: 2 (all female)
  • Black: 2

Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Here:

5.4
State:

49.7
Students with disabilities transferred to an alternative school for disciplinary reasons: 4 (all female)
  • Hispanic: 2
  • Black: 2

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

10.8
State:

5.9

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

  • Hispanic17
  • Asian2
  • Black5
  • White2
  • Multirace2
  • LEP5
8th grade student enrollment in Algebra I: 28 (all female)
  • Hispanic: 17
  • Asian: 2
  • Black: 5
  • White: 2
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 5

    8th grade studenst who passed Algebra I

  • Hispanic16
  • Black7
  • White4
  • LEP4
8th grade studenst who passed Algebra I: 27 (all female)
  • Hispanic: 16
  • Black: 7
  • White: 4
  • Limited English Proficiency (LEP): 4
Percent of 8th grade students who passed
Sadler Means Ywla School:

96.4%
State:

87.0%

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