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Teague Int School in Teague, TX
(04-05 • 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 32
Address
 420 LOOP 255
Teague, TX 75860
Telephone
(254) 739-1400
(make sure to verify first before calling)
Website
http://www.teagueisd.org
City-data.com school rating
32
Students
170
Classroom Teachers (FTE)
15.7
Free lunch eligible students
95
Reduced-price lunch
eligible students
9
School district
TEAGUE 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:
DEW EL (7.5 miles):

88
FAIRFIELD INT (8.8 miles):

65
FAIRFIELD H S (9.2 miles):

61
TEAGUE H S (0.0 miles):

55
FAIRFIELD J H (9.1 miles):

54
TEAGUE J H (0.0 miles):

39
MEXIA H S (13.0 miles):

32
Teague Int School:

32
TEAGUE EL (0.8 miles):

23
Teague Int School rating compared to average state, county and city schools ratings:
Texas:

54
Freestone County:

46
Teague:

37
Teague Int School:

32

Students & Teachers


Total enrollment:
Enrollment in 2016: 170
Enrollment in 2015: 183
Enrollment in 2014: 203
Enrollment in 2013: 184
Enrollment in 2012: 191
Enrollment in 2011: 215
Enrollment in 2010: 289
Enrollment in 2009: 279
Enrollment in 2008: 240
Enrollment in 2007: 226
Enrollment in 2006: 201
Enrollment in 2005: 217
Enrollment in 2004: 234
Enrollment in 2003: 258
Enrollment in 2002: 256
Enrollment in 2001: 229
Enrollment in 2000: 240
Enrollment in 1999: 245

Teague Int School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG04G05Total
All students8981170
Female students425193
Male students473077
Asian students1 - 1
Hispanic students272451
Black students101020
White students474289
Two or More Races students459

Enrollment by grade:
4th grade enrollment: 89
5th grade enrollment: 81

Teague Int School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 93 (54.7%)
School:

54.7%
State:

49.0%
Male enrollment: 77 (45.3%)
School:

45.3%
State:

50.1%

Teague Int School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 1 (0.6%)
Here:

0.6%
State:

3.1%
Hispanic enrollment: 51 (30.0%)
Here:

30.0%
State:

46.9%
Black enrollment: 20 (11.8%)
Teague Int School:

11.8%
State:

11.6%
White enrollment: 89 (52.4%)
Teague Int School:

52.4%
Texas:

32.3%
Two or More Races enrollment: 9 (5.3%)
School:

5.3%
State:

2.1%

Teague Int School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 104 (61.2%)
School:

61.2%
State:

61.6%
Free lunch eligible students: 95 (55.9%)
School:

55.9%
State:

55.4%
Reduced-price lunch eligible students: 9 (5.3%)
Here:

5.3%
Texas:

6.2%

Teague Int School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 15.7

Number of FTE teachers in their first year of teaching: 1
Number of FTE school counselors: 0.5
Number of FTE teachers who were absent more than 10 school days during the school years: 1
Number of FTE nurses: 1

Student/Teacher Ratio
School:

10.8
Texas:

15.6

Teague Int School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $903,269
  • Full-time Equivalency Count of Teachers: 13 (Salary Expenditures: $655,288)
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $86,485)
  • Full-time Equivalency Count of Support Services Staff: 0.5 (Salary Expenditures: $28,540)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $83,844)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $89,773
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $969,069
  • Salary Expenditures for Teachers: $710,190
  • Full-time Equivalency Count of Instructional Aides: 6.5 (Salary Expenditures: $105,491)
  • Full-time Equivalency Count of Support Services Staff: 1.5 (Salary Expenditures: $59,263)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $83,844)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $94,884

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 10 (male: 5, female: 5)
  • Hispanic: 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 8 (male: 4, female: 4)
  • Hispanic: 4 (all male)
  • White: 4 (all female)

    Students with disabilities served under Section 504

  • Hispanic4
  • Black4
  • White10
  • Multirace4
  • LEP2
Students with disabilities served under Section 504: 22 (male: 14, female: 8)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)

Retention:
Show data for

(State average from 1,996 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 4th grade: 2 (all female)
  • Black: 2

Percent of 4th grade students retained
Teague Int School:

2.2%
State:

3.6%

Gifted and Talented:
Show data for

(State average from 7,254 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic4
  • Black2
  • White19
  • Multirace4
Gifted and Talented Student Enrollment: 29 (male: 12, female: 17)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 19 (male: 8, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)

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

170.6
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,519 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.
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,532
  • Males1,543
  • Females1,521
  • Hispanic1,525
  • Black1,545
  • White1,544
Math Average Scale Score:

1,532
State:

1,546
Math students tested: 76
Math # Answer Documents Submitted: 76

Math Avg Items Correct:
  • Reporting Category 1: 5.2 (58%)
  • Reporting Category 2: 7.1 (65%)
  • Reporting Category 3: 6 (60%)
  • Reporting Category 4: 2.5 (63%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 43%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 12%

25%
43%
20%
12%
Males: (Average Scale Score: 1,543, Tested: 40, Did Not Meet Grade Level Performance: 20%, Approaches: 45%, Meets: 20%, Masters: 15%)
20%
45%
20%
15%
Females: (Average Scale Score: 1,521, Tested: 36, Did Not Meet Grade Level Performance: 31%, Approaches: 41%, Meets: 20%, Masters: 8%)
31%
41%
20%
8%
Hispanic: (Average Scale Score: 1,525, Tested: 27, Did Not Meet Grade Level Performance: 22%, Approaches: 52%, Meets: 19%, Masters: 7%)
22%
52%
19%
7%
Black: (Average Scale Score: 1,545, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 40%, Masters: 0%)
20%
40%
40%
White: (Average Scale Score: 1,544, Tested: 40, Did Not Meet Grade Level Performance: 25%, Approaches: 37%, Meets: 20%, Masters: 18%)
25%
37%
20%
18%

    Reading Average Scale Score
    (4th Grade)

  • All1,504
  • Males1,525
  • Females1,481
  • Hispanic1,470
  • Black1,511
  • White1,537
Reading Average Scale Score:

1,504
State:

1,496
Reading students tested: 76
Reading # Answer Documents Submitted: 76

Reading Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 9.9 (66%)
  • Reporting Category 3: 8.4 (65%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 16%

26%
37%
21%
16%
Males: (Average Scale Score: 1,525, Tested: 40, Did Not Meet Grade Level Performance: 23%, Approaches: 35%, Meets: 23%, Masters: 20%)
23%
35%
23%
20%
Females: (Average Scale Score: 1,481, Tested: 36, Did Not Meet Grade Level Performance: 31%, Approaches: 38%, Meets: 20%, Masters: 11%)
31%
38%
20%
11%
Hispanic: (Average Scale Score: 1,470, Tested: 27, Did Not Meet Grade Level Performance: 37%, Approaches: 48%, Meets: 8%, Masters: 7%)
37%
48%
8%
7%
Black: (Average Scale Score: 1,511, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 60%, Masters: 0%)
20%
20%
60%
White: (Average Scale Score: 1,537, Tested: 40, Did Not Meet Grade Level Performance: 18%, Approaches: 35%, Meets: 23%, Masters: 25%)
18%
35%
23%
25%

    Writing Average Scale Score
    (4th Grade)

  • All3,573
  • Males3,559
  • Females3,589
  • Hispanic3,494
  • Black3,575
  • White3,659
Writing Average Scale Score:

3,573
State:

3,570
Writing students tested: 76
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 77

Writing Avg Items Correct:
  • Reporting Category 1: 3.6 (45%)
  • Reporting Category 2: 3.4 (43%)
  • Reporting Category 3: 10.5 (65%)

Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 1%

50%
26%
23%
1%
Males: (Average Scale Score: 3,559, Tested: 41, Did Not Meet Grade Level Performance: 54%, Approaches: 26%, Meets: 18%, Masters: 2%)
54%
26%
18%
2%
Females: (Average Scale Score: 3,589, Tested: 35, Did Not Meet Grade Level Performance: 46%, Approaches: 25%, Meets: 29%, Masters: 0%)
46%
25%
29%
Hispanic: (Average Scale Score: 3,494, Tested: 27, Did Not Meet Grade Level Performance: 59%, Approaches: 30%, Meets: 11%, Masters: 0%)
59%
30%
11%
Black: (Average Scale Score: 3,575, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 40%, Masters: 0%)
20%
40%
40%
White: (Average Scale Score: 3,659, Tested: 40, Did Not Meet Grade Level Performance: 45%, Approaches: 22%, Meets: 30%, Masters: 3%)
45%
22%
30%
3%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,558
  • Males1,553
  • Females1,561
  • Hispanic1,557
  • Black1,505
  • White1,580
Math Average Scale Score:

1,558
State:

1,603
Math students tested: 109
Math # Answer Documents Submitted: 109

Math Avg Items Correct:
  • Reporting Category 1: 3.2 (53%)
  • Reporting Category 2: 9.5 (56%)
  • Reporting Category 3: 5.6 (62%)
  • Reporting Category 4: 2.3 (57%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 49%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 6%

24%
49%
21%
6%
Males: (Average Scale Score: 1,553, Tested: 60, Did Not Meet Grade Level Performance: 27%, Approaches: 45%, Meets: 21%, Masters: 7%)
27%
45%
21%
7%
Females: (Average Scale Score: 1,561, Tested: 48, Did Not Meet Grade Level Performance: 21%, Approaches: 56%, Meets: 19%, Masters: 4%)
21%
56%
19%
4%
Hispanic: (Average Scale Score: 1,557, Tested: 33, Did Not Meet Grade Level Performance: 15%, Approaches: 67%, Meets: 15%, Masters: 3%)
15%
67%
15%
3%
Black: (Average Scale Score: 1,505, Tested: 20, Did Not Meet Grade Level Performance: 40%, Approaches: 45%, Meets: 15%, Masters: 0%)
40%
45%
15%
White: (Average Scale Score: 1,580, Tested: 53, Did Not Meet Grade Level Performance: 23%, Approaches: 39%, Meets: 27%, Masters: 11%)
23%
39%
27%
11%

    Reading Average Scale Score
    (5th Grade)

  • All1,542
  • Males1,530
  • Females1,552
  • Hispanic1,540
  • Black1,499
  • White1,562
Reading Average Scale Score:

1,542
State:

1,546
Reading students tested: 108
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 109

Reading Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 10.9 (68%)
  • Reporting Category 3: 8.5 (61%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 16%

30%
25%
29%
16%
Males: (Average Scale Score: 1,530, Tested: 59, Did Not Meet Grade Level Performance: 31%, Approaches: 27%, Meets: 32%, Masters: 10%)
31%
27%
32%
10%
Females: (Average Scale Score: 1,552, Tested: 48, Did Not Meet Grade Level Performance: 29%, Approaches: 23%, Meets: 27%, Masters: 21%)
29%
23%
27%
21%
Hispanic: (Average Scale Score: 1,540, Tested: 32, Did Not Meet Grade Level Performance: 28%, Approaches: 31%, Meets: 28%, Masters: 13%)
28%
31%
28%
13%
Black: (Average Scale Score: 1,499, Tested: 20, Did Not Meet Grade Level Performance: 45%, Approaches: 10%, Meets: 40%, Masters: 5%)
45%
10%
40%
5%
White: (Average Scale Score: 1,562, Tested: 53, Did Not Meet Grade Level Performance: 23%, Approaches: 28%, Meets: 28%, Masters: 21%)
23%
28%
28%
21%

    Science Average Scale Score
    (5th Grade)

  • All3,731
  • Males3,779
  • Females3,667
  • Hispanic3,668
  • Black3,500
  • White3,863
Science Average Scale Score:

3,731
State:

3,771
Science students tested: 109
Science # Answer Documents Submitted: 109

Science Avg Items Correct:
  • Reporting Category 1: 3.9 (65%)
  • Reporting Category 2: 5.4 (68%)
  • Reporting Category 3: 6.3 (63%)
  • Reporting Category 4: 7.9 (66%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 49%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 7%

27%
49%
17%
7%
Males: (Average Scale Score: 3,779, Tested: 62, Did Not Meet Grade Level Performance: 21%, Approaches: 50%, Meets: 19%, Masters: 10%)
21%
50%
19%
10%
Females: (Average Scale Score: 3,667, Tested: 47, Did Not Meet Grade Level Performance: 34%, Approaches: 49%, Meets: 13%, Masters: 4%)
34%
49%
13%
4%
Hispanic: (Average Scale Score: 3,668, Tested: 33, Did Not Meet Grade Level Performance: 24%, Approaches: 64%, Meets: 9%, Masters: 3%)
24%
64%
9%
3%
Black: (Average Scale Score: 3,500, Tested: 21, Did Not Meet Grade Level Performance: 48%, Approaches: 47%, Meets: 5%, Masters: 0%)
48%
47%
5%
White: (Average Scale Score: 3,863, Tested: 52, Did Not Meet Grade Level Performance: 19%, Approaches: 43%, Meets: 25%, Masters: 13%)
19%
43%
25%
13%

Health & Safety


Corporal Punishment:
Show data for
This school uses corporal punishment to discipline students
Corporal punishment refers to paddling, spanking, or other forms of physical punishment imposed on a child.
Instances of corporal punishment (Students without disabilities): 13

    Students without disabilities who received corporal punishment

  • Hispanic4
  • Black2
  • White10
  • Multirace2
Students without disabilities who received corporal punishment: 18 (male: 10, female: 8)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 2 (all female)
Instances of corporal punishment (Students with disabilities): 8
Students with disabilities who received corporal punishment: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Section 504: 2 (all male)

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
  • Black2
  • White10
  • Multirace4
  • IDEA7
  • 5042
Chronic Student Absenteeism: 20 (male: 6, female: 14)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 10 (male: 2, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Here:

117.6
State:

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: 2 (male: 1, female: 1)
  • Black: 2 (male: 1, female: 1)
  • Individuals With Disabilities Education Act (IDEA): 2 (male: 1, female: 1)
  • Section 504: 1 (all male)

    Students without disabilities receiving one or more in-school suspension

  • Hispanic2
  • Black2
  • White7
  • Multirace2
Students without disabilities receiving one or more in-school suspension: 13 (male: 9, female: 4)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 1

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

5.9
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)
School:

5.9
State:

12.0
Students with disabilities receiving one or more in-school suspension: 6 (male: 2, female: 4)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Section 504: 2 (all male)
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Section 504: 2 (all male)

Expulsions:
Show data for

(State average from 1,623 schools)
Expulsion without 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 not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students with Disabilities who received an expulsion without educational services: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Section 504: 2 (all male)

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

23.5
State:

0.8

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