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Sammons Elementary School in Houston, TX
(KG-04 • 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 41
Address
 2301 FRICK RD
Houston, TX 77038
Telephone
(281) 878-0955
(make sure to verify first before calling)
Website
http://www.aldine.k12.tx.us
City-data.com school rating
41
Students
843
Classroom Teachers (FTE)
49.0
Free lunch eligible students
739
School district
ALDINE 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:
HARMONY SCHOOL OF ADVANCEMENT-HOUSTON (1.4 miles):

81
GRAY EL (1.2 miles):

73
Sammons Elementary School:

41
SPENCE EL (1.8 miles):

33
WILSON INT (1.1 miles):

30
CARTER ACADEMY (1.0 miles):

29
PLUMMER MIDDLE (1.9 miles):

28
HILL INT (2.0 miles):

20
STEHLIK INT (1.7 miles):

18
Sammons Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Houston:

47
Sammons Elementary School:

41

Students & Teachers


Total enrollment:
Enrollment in 2016: 843
Enrollment in 2015: 830
Enrollment in 2014: 801
Enrollment in 2013: 785
Enrollment in 2012: 813
Enrollment in 2011: 776
Enrollment in 2010: 752
Enrollment in 2009: 790
Enrollment in 2008: 744
Enrollment in 2007: 739
Enrollment in 2006: 715
Enrollment in 2005: 687
Enrollment in 2004: 764
Enrollment in 2003: 730
Enrollment in 2002: 725
Enrollment in 2001: 648
Enrollment in 2000: 664
Enrollment in 1999: 934

Sammons Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04Total
All students143167184180169843
Female students65771019984426
Male students7890838185417
American Indian/Alaska Native students - 111 - 3
Asian students10473832
Hispanic students112140144141127664
Black students2020292829126
White students1216212
Two or More Races students - - 2136

Enrollment by grade:
Kindergarten enrollment: 143
1st grade enrollment: 167
2nd grade enrollment: 184
3rd grade enrollment: 180
4th grade enrollment: 169

Sammons Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 426 (50.5%)
Here:

50.5%
State:

49.0%
Male enrollment: 417 (49.5%)
Here:

49.5%
State:

50.1%

Sammons Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 3 (0.4%)
Here:

0.4%
State:

0.4%
Asian enrollment: 32 (3.8%)
School:

3.8%
State:

3.1%
Hispanic enrollment: 664 (78.8%)
Sammons Elementary School:

78.8%
Texas:

46.9%
Black enrollment: 126 (14.9%)
Here:

14.9%
State:

11.6%
White enrollment: 12 (1.4%)
Here:

1.4%
State:

32.3%
Two or More Races enrollment: 6 (0.7%)
Here:

0.7%
State:

2.1%

Sammons Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 739 (87.7%)
Sammons Elementary School:

87.7%
Texas:

61.6%
Free lunch eligible students: 739 (87.7%)
Sammons Elementary School:

87.7%
State:

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

0.0%
State:

6.2%

Sammons Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 49

Number of FTE teachers in their first year of teaching: 9
Number of FTE teachers in their second year of teaching: 6
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 4
Number of FTE security guards: 1
Number of FTE nurses: 1
Number of FTE social workers: 1

Student/Teacher Ratio
Sammons Elementary School:

17.2
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,470,888
  • Full-time Equivalency Count of Teachers: 44 (Salary Expenditures: $2,844,613)
  • Full-time Equivalency Count of Instructional Aides: 12 (Salary Expenditures: $147,441)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $126,354)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $352,480)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $151,429
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,175,835
  • Salary Expenditures for Teachers: $3,253,553
  • Full-time Equivalency Count of Instructional Aides: 14 (Salary Expenditures: $290,110)
  • Full-time Equivalency Count of Support Services Staff: 8.5 (Salary Expenditures: $272,693)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $359,479)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $293,232

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic433
  • Asian13
  • Multirace2
  • IDEA13
Students Enrolled in LEP Programs: 448 (male: 225, female: 223)
  • Hispanic: 433 (male: 215, female: 218)
  • Asian: 13 (male: 8, female: 5)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, female: 2)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 36 (male: 32, female: 4)
  • Hispanic: 32 (male: 28, female: 4)
  • Black: 4 (all male)
  • Limited English Proficiency (LEP): 20 (male: 16, female: 4)
Students with disabilities served under Section 504: 12 (male: 5, female: 7)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 2 (all female)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)

Retention:
Show data for

(State average from 3,201 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained

    Total number of students retained in 1st grade

  • Hispanic10
  • Black4
  • LEP7
  • IDEA2
Total number of students retained in 1st grade: 14 (male: 7, female: 7)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 1st grade students retained
Sammons Elementary School:

8.4%
Texas:

6.1%
Total number of students retained in 2nd grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Percent of 2nd grade students retained
Here:

2.2%
Texas:

4.8%

    Total number of students retained in 3rd grade

  • Hispanic4
  • Black2
  • LEP2
  • 5042
Total number of students retained in 3rd grade: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Section 504: 2 (all male)

Percent of 3rd grade students retained
Sammons Elementary School:

3.3%
Texas:

4.1%

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

  • Hispanic31
  • Asian4
  • Black7
  • White2
  • LEP16
  • IDEA2
Gifted and Talented Student Enrollment: 44 (male: 20, female: 24)
  • Hispanic: 31 (male: 14, female: 17)
  • Asian: 4 (male: 2, female: 2)
  • Black: 7 (male: 2, female: 5)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 16 (male: 8, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

52.2
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)

  • All1,506
  • Males1,518
  • Females1,495
  • Hispanic1,516
  • Black1,447
Math Average Scale Score:

1,506
State:

1,453
Math students tested: 110
Math # Answer Documents Submitted: 110

Math Avg Items Correct:
  • Reporting Category 1: 5.9 (74%)
  • Reporting Category 2: 9 (69%)
  • Reporting Category 3: 4.7 (67%)
  • Reporting Category 4: 3 (75%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 18%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 27%

22%
18%
33%
27%
Males: (Average Scale Score: 1,518, Tested: 50, Did Not Meet Grade Level Performance: 24%, Approaches: 14%, Meets: 28%, Masters: 34%)
24%
14%
28%
34%
Females: (Average Scale Score: 1,495, Tested: 60, Did Not Meet Grade Level Performance: 20%, Approaches: 22%, Meets: 36%, Masters: 22%)
20%
22%
36%
22%
Hispanic: (Average Scale Score: 1,516, Tested: 78, Did Not Meet Grade Level Performance: 18%, Approaches: 18%, Meets: 35%, Masters: 29%)
18%
18%
35%
29%
Black: (Average Scale Score: 1,447, Tested: 24, Did Not Meet Grade Level Performance: 38%, Approaches: 21%, Meets: 25%, Masters: 17%)
38%
21%
25%
17%

    Reading Average Scale Score
    (3rd Grade)

  • All1,424
  • Males1,417
  • Females1,431
  • Hispanic1,425
  • Black1,401
Reading Average Scale Score:

1,424
State:

1,423
Reading students tested: 110
Reading # Answer Documents Submitted: 110

Reading Avg Items Correct:
  • Reporting Category 1: 3.9 (79%)
  • Reporting Category 2: 9.5 (64%)
  • Reporting Category 3: 8.7 (62%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 19%

23%
41%
17%
19%
Males: (Average Scale Score: 1,417, Tested: 50, Did Not Meet Grade Level Performance: 28%, Approaches: 36%, Meets: 20%, Masters: 16%)
28%
36%
20%
16%
Females: (Average Scale Score: 1,431, Tested: 60, Did Not Meet Grade Level Performance: 18%, Approaches: 45%, Meets: 15%, Masters: 22%)
18%
45%
15%
22%
Hispanic: (Average Scale Score: 1,425, Tested: 78, Did Not Meet Grade Level Performance: 24%, Approaches: 38%, Meets: 19%, Masters: 19%)
24%
38%
19%
19%
Black: (Average Scale Score: 1,401, Tested: 24, Did Not Meet Grade Level Performance: 25%, Approaches: 54%, Meets: 13%, Masters: 8%)
25%
54%
13%
8%
3rd Grade (Spanish)

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

  • All1,515
  • Males1,520
  • Females1,508
  • Hispanic1,515
Math Average Scale Score:

1,515
State:

510
Math students tested: 69
Math # Answer Documents Submitted: 69

Math Avg Items Correct:
  • Reporting Category 1: 6.7 (84%)
  • Reporting Category 2: 9.3 (71%)
  • Reporting Category 3: 4.9 (70%)
  • Reporting Category 4: 3.1 (78%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 44%
Masters Grade Level Performance: 20%

6%
30%
44%
20%
Males: (Average Scale Score: 1,520, Tested: 38, Did Not Meet Grade Level Performance: 11%, Approaches: 15%, Meets: 48%, Masters: 26%)
11%
15%
48%
26%
Females: (Average Scale Score: 1,508, Tested: 31, Did Not Meet Grade Level Performance: 0%, Approaches: 48%, Meets: 39%, Masters: 13%)
48%
39%
13%
Hispanic: (Average Scale Score: 1,515, Tested: 69, Did Not Meet Grade Level Performance: 6%, Approaches: 30%, Meets: 44%, Masters: 20%)
6%
30%
44%
20%

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

  • All1,406
  • Males1,388
  • Females1,428
  • Hispanic1,406
Reading Average Scale Score:

1,406
Texas:

956
Reading students tested: 69
Reading # Answer Documents Submitted: 69

Reading Avg Items Correct:
  • Reporting Category 1: 4 (80%)
  • Reporting Category 2: 9.9 (66%)
  • Reporting Category 3: 7.9 (56%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 48%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 17%

16%
48%
19%
17%
Males: (Average Scale Score: 1,388, Tested: 38, Did Not Meet Grade Level Performance: 21%, Approaches: 47%, Meets: 19%, Masters: 13%)
21%
47%
19%
13%
Females: (Average Scale Score: 1,428, Tested: 31, Did Not Meet Grade Level Performance: 10%, Approaches: 48%, Meets: 19%, Masters: 23%)
10%
48%
19%
23%
Hispanic: (Average Scale Score: 1,406, Tested: 69, Did Not Meet Grade Level Performance: 16%, Approaches: 48%, Meets: 19%, Masters: 17%)
16%
48%
19%
17%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,578
  • Males1,581
  • Females1,576
  • Hispanic1,582
  • Asian1,660
  • Black1,552
Math Average Scale Score:

1,578
State:

1,546
Math students tested: 182
Math # Answer Documents Submitted: 182

Math Avg Items Correct:
  • Reporting Category 1: 6.8 (76%)
  • Reporting Category 2: 7.2 (65%)
  • Reporting Category 3: 6.7 (67%)
  • Reporting Category 4: 3 (75%)

Did Not Meet Grade Level Performance: 12%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 24%

12%
35%
29%
24%
Males: (Average Scale Score: 1,581, Tested: 88, Did Not Meet Grade Level Performance: 14%, Approaches: 34%, Meets: 28%, Masters: 24%)
14%
34%
28%
24%
Females: (Average Scale Score: 1,576, Tested: 94, Did Not Meet Grade Level Performance: 11%, Approaches: 35%, Meets: 31%, Masters: 23%)
11%
35%
31%
23%
Hispanic: (Average Scale Score: 1,582, Tested: 146, Did Not Meet Grade Level Performance: 9%, Approaches: 38%, Meets: 29%, Masters: 24%)
9%
38%
29%
24%
Asian: (Average Scale Score: 1,660, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 34%, Masters: 33%)
33%
34%
33%
Black: (Average Scale Score: 1,552, Tested: 25, Did Not Meet Grade Level Performance: 24%, Approaches: 24%, Meets: 32%, Masters: 20%)
24%
24%
32%
20%

    Reading Average Scale Score
    (4th Grade)

  • All1,469
  • Males1,460
  • Females1,477
  • Hispanic1,469
  • Asian1,548
  • Black1,441
Reading Average Scale Score:

1,469
State:

1,496
Reading students tested: 182
Reading # Answer Documents Submitted: 182

Reading Avg Items Correct:
  • Reporting Category 1: 4.9 (62%)
  • Reporting Category 2: 8.9 (59%)
  • Reporting Category 3: 7.8 (60%)

Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 9%

40%
31%
20%
9%
Males: (Average Scale Score: 1,460, Tested: 88, Did Not Meet Grade Level Performance: 44%, Approaches: 24%, Meets: 25%, Masters: 7%)
44%
24%
25%
7%
Females: (Average Scale Score: 1,477, Tested: 94, Did Not Meet Grade Level Performance: 35%, Approaches: 39%, Meets: 15%, Masters: 11%)
35%
39%
15%
11%
Hispanic: (Average Scale Score: 1,469, Tested: 146, Did Not Meet Grade Level Performance: 38%, Approaches: 35%, Meets: 18%, Masters: 9%)
38%
35%
18%
9%
Asian: (Average Scale Score: 1,548, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 16%, Meets: 34%, Masters: 33%)
17%
16%
34%
33%
Black: (Average Scale Score: 1,441, Tested: 25, Did Not Meet Grade Level Performance: 52%, Approaches: 20%, Meets: 24%, Masters: 4%)
52%
20%
24%
4%

    Writing Average Scale Score
    (4th Grade)

  • All3,653
  • Males3,607
  • Females3,698
  • Hispanic3,664
  • Asian3,891
  • Black3,556
Writing Average Scale Score:

3,653
Texas:

3,570
Writing students tested: 181
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 182

Writing Avg Items Correct:
  • Reporting Category 1: 3.5 (44%)
  • Reporting Category 2: 3.9 (49%)
  • Reporting Category 3: 10.9 (68%)

Did Not Meet Grade Level Performance: 43%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 5%

43%
27%
25%
5%
Males: (Average Scale Score: 3,607, Tested: 88, Did Not Meet Grade Level Performance: 43%, Approaches: 30%, Meets: 22%, Masters: 5%)
43%
30%
22%
5%
Females: (Average Scale Score: 3,698, Tested: 93, Did Not Meet Grade Level Performance: 43%, Approaches: 24%, Meets: 28%, Masters: 5%)
43%
24%
28%
5%
Hispanic: (Average Scale Score: 3,664, Tested: 145, Did Not Meet Grade Level Performance: 42%, Approaches: 29%, Meets: 23%, Masters: 6%)
42%
29%
23%
6%
Asian: (Average Scale Score: 3,891, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 16%, Meets: 67%, Masters: 0%)
17%
16%
67%
Black: (Average Scale Score: 3,556, Tested: 25, Did Not Meet Grade Level Performance: 56%, Approaches: 12%, Meets: 28%, Masters: 4%)
56%
12%
28%
4%
4th Grade (Spanish)
Math students tested: 2
Math # Answer Documents Submitted: 2

Reading students tested: 2
Reading # Answer Documents Submitted: 2

Writing students tested: 2
Writing # Answer Documents Submitted: 2

Health & Safety


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 race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. 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 race, color, or national origin constitutes racial harassment.
Allegations of harassment or bullying on the basis of race, color, or national origin: 3
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
School:

3.6
State:

1.9
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • Hispanic: 2


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

  • Hispanic31
  • Asian2
  • Black10
  • LEP16
  • IDEA4
  • 5044
Chronic Student Absenteeism: 43 (male: 25, female: 18)
  • Hispanic: 31 (male: 20, female: 11)
  • Asian: 2 (all female)
  • Black: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 16 (male: 11, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Sammons Elementary School:

51.0
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

  • Hispanic17
  • Black25
  • White2
  • LEP5
  • IDEA4
School days missed due to out-of-school suspension: 44 (male: 41, female: 3)
  • Hispanic: 17 (male: 16, female: 1)
  • Black: 25 (male: 23, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 5 (male: 4, female: 1)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 3, female: 1)
Instances of out-of-school suspension (Students without disabilities): 30

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

35.6
Texas:

102.7

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

  • Hispanic5
  • Black5
  • White2
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 12 (all male)
  • Hispanic: 5
  • Black: 5
  • White: 2
  • Limited English Proficiency (LEP): 2
Students without disabilities receiving more than one out-of-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 2 (all male)
  • Black: 7 (male: 5, female: 2)
Instances of out-of-school suspension (Students with disabilities): 3

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

3.6
State:

27.5
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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  5. Sammons Elementary School


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