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Wake Village Elementary School in Wake Village, 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 54
Address
 400 WILDCAT DR
Wake Village, TX 75501
Telephone
(903) 838-4261
(make sure to verify first before calling)
Website
http://www.txkisd.net
City-data.com school rating
54
Students
708
Classroom Teachers (FTE)
48.7
Free lunch eligible students
518
Reduced-price lunch
eligible students
24
School district
TEXARKANA 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:
MARTHA & JOSH MORRISS MATH & ENGINEERING EL (2.8 miles):

100
PLEASANT GROVE H S (2.9 miles):

81
NASH EL (2.0 miles):

68
Wake Village Elementary School:

54
TEXAS MIDDLE (3.1 miles):

52
LIBERTY-EYLAU H S (2.4 miles):

34
WESTLAWN EL (1.7 miles):

18
LIBERTY-EYLAU C K BENDER EL CAMPUS (3.1 miles):

14
OPTIONS (3.2 miles):

14
Wake Village Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Bowie County:

58
Wake Village:

54
Wake Village Elementary School:

54

Students & Teachers


Total enrollment:
Enrollment in 2016: 708
Enrollment in 2015: 743
Enrollment in 2014: 736
Enrollment in 2013: 745
Enrollment in 2012: 763
Enrollment in 2011: 722
Enrollment in 2010: 743
Enrollment in 2009: 752
Enrollment in 2008: 674
Enrollment in 2007: 752
Enrollment in 2006: 718
Enrollment in 2005: 726
Enrollment in 2004: 719
Enrollment in 2003: 736
Enrollment in 2002: 697
Enrollment in 2001: 723
Enrollment in 2000: 692
Enrollment in 1999: 672

Wake Village Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students6711311411110497102708
Female students38555453464552343
Male students29586058585250365
American Indian/Alaska Native students - - - - 1 - - 1
Asian students - - - 1 - - 12
Hispanic students69891012761
Black students33435145373148288
White students25534647454539300
Hawaiian Native/Pacific Islander students - - 1 - 1 - - 2
Two or More Races students3889109754

Enrollment by grade:
Pre-Kindergarten enrollment: 67
Kindergarten enrollment: 113
1st grade enrollment: 114
2nd grade enrollment: 111
3rd grade enrollment: 104
4th grade enrollment: 97
5th grade enrollment: 102

Wake Village Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 343 (48.4%)
Wake Village Elementary School:

48.4%
Texas:

49.0%
Male enrollment: 365 (51.6%)
Wake Village Elementary School:

51.6%
State:

50.1%

Wake Village Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.1%)
Wake Village Elementary School:

0.1%
State:

0.4%
Asian enrollment: 2 (0.3%)
School:

0.3%
State:

3.1%
Hispanic enrollment: 61 (8.6%)
Wake Village Elementary School:

8.6%
Texas:

46.9%
Black enrollment: 288 (40.7%)
Wake Village Elementary School:

40.7%
State:

11.6%
White enrollment: 300 (42.4%)
Wake Village Elementary School:

42.4%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.3%)
School:

0.3%
State:

0.1%
Two or More Races enrollment: 54 (7.6%)
Wake Village Elementary School:

7.6%
State:

2.1%

Wake Village Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 542 (76.6%)
Wake Village Elementary School:

76.6%
State:

61.6%
Free lunch eligible students: 518 (73.2%)
Wake Village Elementary School:

73.2%
Texas:

55.4%
Reduced-price lunch eligible students: 24 (3.4%)
Wake Village Elementary School:

3.4%
State:

6.2%

Wake Village Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 48.7

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 4
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 6
Number of FTE sworn law enforcement officers: 0.3

Student/Teacher Ratio
School:

14.5
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,839,108
  • Full-time Equivalency Count of Teachers: 48.7 (Salary Expenditures: $1,569,985)
  • Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $64,874)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $55,901)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $148,348)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $131,031
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,816,644
  • Salary Expenditures for Teachers: $2,058,658
  • Full-time Equivalency Count of Instructional Aides: 13 (Salary Expenditures: $221,906)
  • Full-time Equivalency Count of Support Services Staff: 6.5 (Salary Expenditures: $323,543)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $212,537)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $165,197

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic13
  • Asian2
  • Native Hawaiian2
  • Black2
  • IDEA2
Students Enrolled in LEP Programs: 19 (male: 10, female: 9)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 2 (all female)
  • 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

  • Hispanic8
  • Black41
  • White29
  • Multirace4
Students with disabilities served under IDEA: 82 (male: 58, female: 24)
  • Hispanic: 8 (male: 4, female: 4)
  • Black: 41 (male: 28, female: 13)
  • White: 29 (male: 22, female: 7)
  • Two or More Races: 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic7
  • Native Hawaiian2
  • Black28
  • White31
  • Multirace10
  • LEP2
Students with disabilities served under Section 504: 78 (male: 49, female: 29)
  • Hispanic: 7 (male: 5, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 28 (male: 14, female: 14)
  • White: 31 (male: 23, female: 8)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)

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 Kindergarten: 6 (male: 4, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Section 504: 2 (all male)

Percent of Kindergarten students retained
School:

5.3%
Texas:

5.2%

    Total number of students retained in 1st grade

  • Black2
  • White2
  • Multirace2
  • IDEA2
Total number of students retained in 1st grade: 6 (all male)
  • Black: 2
  • White: 2
  • Two or More Races: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 1st grade students retained
Wake Village Elementary School:

5.3%
State:

6.1%

    Total number of students retained in 2nd grade

  • Black2
  • White2
  • Multirace2
  • 5044
Total number of students retained in 2nd grade: 6 (male: 2, female: 4)
  • Black: 2 (all female)
  • White: 2 (all female)
  • Two or More Races: 2 (all male)
  • Section 504: 4 (male: 2, female: 2)

Percent of 2nd grade students retained
Wake Village Elementary School:

5.4%
State:

4.8%
Total number of students retained in 4th grade: 2 (all male)
  • White: 2

Percent of 4th grade students retained
Wake Village Elementary School:

2.1%
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

  • Hispanic2
  • Black4
  • White19
  • Multirace4
Gifted and Talented Student Enrollment: 29 (male: 17, female: 12)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)

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

41.0
State:

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)

  • All1,458
  • Males1,442
  • Females1,473
  • Hispanic1,610
  • Black1,418
  • White1,488
  • Multirace1,458
Math Average Scale Score:

1,458
State:

1,453
Math students tested: 86
Math # Answer Documents Submitted: 86

Math Avg Items Correct:
  • Reporting Category 1: 5.4 (67%)
  • Reporting Category 2: 8.3 (64%)
  • Reporting Category 3: 4.3 (62%)
  • Reporting Category 4: 2.9 (72%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 15%

22%
35%
28%
15%
Males: (Average Scale Score: 1,442, Tested: 43, Did Not Meet Grade Level Performance: 28%, Approaches: 28%, Meets: 30%, Masters: 14%)
28%
28%
30%
14%
Females: (Average Scale Score: 1,473, Tested: 43, Did Not Meet Grade Level Performance: 16%, Approaches: 42%, Meets: 26%, Masters: 16%)
16%
42%
26%
16%
Hispanic: (Average Scale Score: 1,610, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 60%, Masters: 40%)
60%
40%
Black: (Average Scale Score: 1,418, Tested: 42, Did Not Meet Grade Level Performance: 31%, Approaches: 43%, Meets: 16%, Masters: 10%)
31%
43%
16%
10%
White: (Average Scale Score: 1,488, Tested: 30, Did Not Meet Grade Level Performance: 13%, Approaches: 34%, Meets: 33%, Masters: 20%)
13%
34%
33%
20%
Multirace: (Average Scale Score: 1,458, Tested: 9, Did Not Meet Grade Level Performance: 22%, Approaches: 22%, Meets: 45%, Masters: 11%)
22%
22%
45%
11%

    Reading Average Scale Score
    (3rd Grade)

  • All1,393
  • Males1,388
  • Females1,399
  • Hispanic1,507
  • Black1,362
  • White1,425
  • Multirace1,370
Reading Average Scale Score:

1,393
Texas:

1,423
Reading students tested: 86
Reading # Answer Documents Submitted: 86

Reading Avg Items Correct:
  • Reporting Category 1: 3.8 (76%)
  • Reporting Category 2: 8.8 (59%)
  • Reporting Category 3: 8 (57%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 13%

31%
41%
15%
13%
Males: (Average Scale Score: 1,388, Tested: 43, Did Not Meet Grade Level Performance: 30%, Approaches: 44%, Meets: 14%, Masters: 12%)
30%
44%
14%
12%
Females: (Average Scale Score: 1,399, Tested: 43, Did Not Meet Grade Level Performance: 33%, Approaches: 37%, Meets: 16%, Masters: 14%)
33%
37%
16%
14%
Hispanic: (Average Scale Score: 1,507, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 60%, Masters: 40%)
60%
40%
Black: (Average Scale Score: 1,362, Tested: 42, Did Not Meet Grade Level Performance: 40%, Approaches: 43%, Meets: 12%, Masters: 5%)
40%
43%
12%
5%
White: (Average Scale Score: 1,425, Tested: 30, Did Not Meet Grade Level Performance: 23%, Approaches: 40%, Meets: 17%, Masters: 20%)
23%
40%
17%
20%
Multirace: (Average Scale Score: 1,370, Tested: 9, Did Not Meet Grade Level Performance: 33%, Approaches: 56%, Meets: 0%, Masters: 11%)
33%
56%
11%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,541
  • Males1,530
  • Females1,552
  • Hispanic1,490
  • Black1,487
  • White1,588
  • Multirace1,616
Math Average Scale Score:

1,541
Texas:

1,546
Math students tested: 89
Math # Answer Documents Submitted: 89

Math Avg Items Correct:
  • Reporting Category 1: 6 (67%)
  • Reporting Category 2: 6.8 (62%)
  • Reporting Category 3: 6.3 (63%)
  • Reporting Category 4: 2.6 (65%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 20%

21%
37%
22%
20%
Males: (Average Scale Score: 1,530, Tested: 45, Did Not Meet Grade Level Performance: 22%, Approaches: 40%, Meets: 25%, Masters: 13%)
22%
40%
25%
13%
Females: (Average Scale Score: 1,552, Tested: 44, Did Not Meet Grade Level Performance: 20%, Approaches: 35%, Meets: 18%, Masters: 27%)
20%
35%
18%
27%
Hispanic: (Average Scale Score: 1,490, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 60%, Meets: 0%, Masters: 0%)
40%
60%
Black: (Average Scale Score: 1,487, Tested: 39, Did Not Meet Grade Level Performance: 36%, Approaches: 43%, Meets: 16%, Masters: 5%)
36%
43%
16%
5%
White: (Average Scale Score: 1,588, Tested: 37, Did Not Meet Grade Level Performance: 8%, Approaches: 33%, Meets: 18%, Masters: 41%)
8%
33%
18%
41%
Multirace: (Average Scale Score: 1,616, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 14%, Meets: 72%, Masters: 14%)
14%
72%
14%

    Reading Average Scale Score
    (4th Grade)

  • All1,493
  • Males1,485
  • Females1,501
  • Hispanic1,510
  • Black1,448
  • White1,525
  • Multirace1,542
Reading Average Scale Score:

1,493
Texas:

1,496
Reading students tested: 89
Reading # Answer Documents Submitted: 89

Reading Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 9.5 (63%)
  • Reporting Category 3: 8.1 (62%)

Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 17%

34%
29%
20%
17%
Males: (Average Scale Score: 1,485, Tested: 45, Did Not Meet Grade Level Performance: 38%, Approaches: 33%, Meets: 13%, Masters: 16%)
38%
33%
13%
16%
Females: (Average Scale Score: 1,501, Tested: 44, Did Not Meet Grade Level Performance: 30%, Approaches: 25%, Meets: 27%, Masters: 18%)
30%
25%
27%
18%
Hispanic: (Average Scale Score: 1,510, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 80%, Meets: 0%, Masters: 20%)
80%
20%
Black: (Average Scale Score: 1,448, Tested: 39, Did Not Meet Grade Level Performance: 46%, Approaches: 31%, Meets: 15%, Masters: 8%)
46%
31%
15%
8%
White: (Average Scale Score: 1,525, Tested: 37, Did Not Meet Grade Level Performance: 27%, Approaches: 24%, Meets: 25%, Masters: 24%)
27%
24%
25%
24%
Multirace: (Average Scale Score: 1,542, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 14%, Meets: 43%, Masters: 14%)
29%
14%
43%
14%

    Writing Average Scale Score
    (4th Grade)

  • All3,805
  • Males3,694
  • Females3,916
  • Hispanic4,019
  • Black3,627
  • White3,963
  • Multirace3,821
Writing Average Scale Score:

3,805
State:

3,570
Writing students tested: 90
Writing # Answer Documents Submitted: 90

Writing Avg Items Correct:
  • Reporting Category 1: 4.2 (53%)
  • Reporting Category 2: 3.9 (49%)
  • Reporting Category 3: 11.7 (73%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 4%

31%
29%
36%
4%
Males: (Average Scale Score: 3,694, Tested: 45, Did Not Meet Grade Level Performance: 40%, Approaches: 27%, Meets: 33%, Masters: 0%)
40%
27%
33%
Females: (Average Scale Score: 3,916, Tested: 45, Did Not Meet Grade Level Performance: 22%, Approaches: 31%, Meets: 38%, Masters: 9%)
22%
31%
38%
9%
Hispanic: (Average Scale Score: 4,019, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 40%, Meets: 40%, Masters: 20%)
40%
40%
20%
Black: (Average Scale Score: 3,627, Tested: 40, Did Not Meet Grade Level Performance: 45%, Approaches: 30%, Meets: 25%, Masters: 0%)
45%
30%
25%
White: (Average Scale Score: 3,963, Tested: 37, Did Not Meet Grade Level Performance: 24%, Approaches: 22%, Meets: 46%, Masters: 8%)
24%
22%
46%
8%
Multirace: (Average Scale Score: 3,821, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 43%, Meets: 43%, Masters: 0%)
14%
43%
43%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,599
  • Males1,599
  • Females1,600
  • Hispanic1,569
  • Black1,560
  • White1,637
  • Multirace1,616
Math Average Scale Score:

1,599
Texas:

1,603
Math students tested: 101
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 103

Math Avg Items Correct:
  • Reporting Category 1: 3.8 (63%)
  • Reporting Category 2: 10.9 (64%)
  • Reporting Category 3: 6 (67%)
  • Reporting Category 4: 2.3 (58%)

Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 19%

15%
39%
27%
19%
Males: (Average Scale Score: 1,599, Tested: 62, Did Not Meet Grade Level Performance: 13%, Approaches: 42%, Meets: 27%, Masters: 18%)
13%
42%
27%
18%
Females: (Average Scale Score: 1,600, Tested: 39, Did Not Meet Grade Level Performance: 18%, Approaches: 36%, Meets: 25%, Masters: 21%)
18%
36%
25%
21%
Hispanic: (Average Scale Score: 1,569, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 28%, Meets: 29%, Masters: 14%)
29%
28%
29%
14%
Black: (Average Scale Score: 1,560, Tested: 40, Did Not Meet Grade Level Performance: 25%, Approaches: 42%, Meets: 20%, Masters: 13%)
25%
42%
20%
13%
White: (Average Scale Score: 1,637, Tested: 48, Did Not Meet Grade Level Performance: 6%, Approaches: 36%, Meets: 33%, Masters: 25%)
6%
36%
33%
25%
Multirace: (Average Scale Score: 1,616, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 60%, Meets: 20%, Masters: 20%)
60%
20%
20%

    Reading Average Scale Score
    (5th Grade)

  • All1,553
  • Males1,548
  • Females1,562
  • Hispanic1,619
  • Black1,496
  • White1,585
  • Multirace1,634
Reading Average Scale Score:

1,553
Texas:

1,546
Reading students tested: 101
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 103

Reading Avg Items Correct:
  • Reporting Category 1: 5.5 (68%)
  • Reporting Category 2: 10.9 (68%)
  • Reporting Category 3: 9.2 (66%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 21%

25%
28%
26%
21%
Males: (Average Scale Score: 1,548, Tested: 63, Did Not Meet Grade Level Performance: 30%, Approaches: 26%, Meets: 23%, Masters: 21%)
30%
26%
23%
21%
Females: (Average Scale Score: 1,562, Tested: 38, Did Not Meet Grade Level Performance: 16%, Approaches: 34%, Meets: 29%, Masters: 21%)
16%
34%
29%
21%
Hispanic: (Average Scale Score: 1,619, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 50%, Masters: 33%)
17%
50%
33%
Black: (Average Scale Score: 1,496, Tested: 40, Did Not Meet Grade Level Performance: 43%, Approaches: 33%, Meets: 12%, Masters: 13%)
43%
33%
12%
13%
White: (Average Scale Score: 1,585, Tested: 49, Did Not Meet Grade Level Performance: 16%, Approaches: 29%, Meets: 28%, Masters: 27%)
16%
29%
28%
27%
Multirace: (Average Scale Score: 1,634, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 80%, Masters: 20%)
80%
20%

    Science Average Scale Score
    (5th Grade)

  • All3,738
  • Males3,783
  • Females3,663
  • Hispanic3,897
  • Black3,511
  • White3,874
  • Multirace3,942
Science Average Scale Score:

3,738
Texas:

3,771
Science students tested: 102
Science # Answer Documents Submitted: 102

Science Avg Items Correct:
  • Reporting Category 1: 3.9 (65%)
  • Reporting Category 2: 5.7 (72%)
  • Reporting Category 3: 6.3 (63%)
  • Reporting Category 4: 7.8 (65%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 7%

27%
38%
28%
7%
Males: (Average Scale Score: 3,783, Tested: 64, Did Not Meet Grade Level Performance: 25%, Approaches: 33%, Meets: 31%, Masters: 11%)
25%
33%
31%
11%
Females: (Average Scale Score: 3,663, Tested: 38, Did Not Meet Grade Level Performance: 32%, Approaches: 44%, Meets: 24%, Masters: 0%)
32%
44%
24%
Hispanic: (Average Scale Score: 3,897, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 50%, Meets: 16%, Masters: 17%)
17%
50%
16%
17%
Black: (Average Scale Score: 3,511, Tested: 40, Did Not Meet Grade Level Performance: 50%, Approaches: 32%, Meets: 13%, Masters: 5%)
50%
32%
13%
5%
White: (Average Scale Score: 3,874, Tested: 49, Did Not Meet Grade Level Performance: 12%, Approaches: 41%, Meets: 41%, Masters: 6%)
12%
41%
41%
6%
Multirace: (Average Scale Score: 3,942, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 33%, Masters: 17%)
17%
33%
33%
17%

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)
  • Black: 2
  • Section 504: 2

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

2.8
State:

9.3

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: 1
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
School:

1.4
State:

1.9
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all female)
  • Hispanic: 2
  • Section 504: 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all male)
  • Black: 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

  • Hispanic7
  • Asian2
  • Black22
  • White43
  • Multirace7
  • IDEA13
  • 5047
Chronic Student Absenteeism: 81 (male: 49, female: 32)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 2 (all male)
  • Black: 22 (male: 11, female: 11)
  • White: 43 (male: 26, female: 17)
  • Two or More Races: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, female: 2)
  • Section 504: 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

114.4
Texas:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
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 students with disabilities (IDEA) subjected to physical restraint: 4 (all male)
  • Hispanic: 2
  • Black: 2

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

5.6
State:

6.8

Suspensions:
Show data for

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

    School days missed due to out-of-school suspension

  • Black23
  • White15
  • Multirace11
  • IDEA15
  • 50419
School days missed due to out-of-school suspension: 49 (male: 46, female: 3)
  • Black: 23 (male: 22, female: 1)
  • White: 15 (male: 13, female: 2)
  • Two or More Races: 11 (all male)
  • Individuals With Disabilities Education Act (IDEA): 15 (all male)
  • Section 504: 19 (all male)
Instances of out-of-school suspension (All preschool students): 12

Instances of out-of-school suspension per 1,000 students (All preschool students)
Wake Village Elementary School:

16.9
State:

1.4
Preschool children receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • Two or More Races: 2 (all male)
Preschool children receiving more than one out-of-school suspension: 4 (all male)
  • Black: 2
  • White: 2
Instances of out-of-school suspension (Students without disabilities): 28

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

39.5
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic2
  • Black28
  • White10
  • Multirace2
Students without disabilities receiving one or more in-school suspension: 42 (male: 29, female: 13)
  • Hispanic: 2 (all male)
  • Black: 28 (male: 20, female: 8)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 13 (male: 9, female: 4)
  • Black: 7 (male: 5, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Black: 2
  • Two or More Races: 2
Instances of out-of-school suspension (Students with disabilities): 11

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

15.5
State:

27.5
Instances of out-of-school suspension (Section 504 only): 15

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

21.2
Texas:

12.0
Students with disabilities receiving one or more in-school suspension: 7 (all male)
  • Black: 2
  • White: 5
  • Section 504: 10
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Black: 2
  • White: 2
  • Section 504: 2
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Black: 2
  • White: 2
  • Section 504: 2

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