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Wells High School in Wells, TX
(07-12 • 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 29
Address
 160 RUSK AVE
Wells, TX 75976
Telephone
(936) 867-4400
(make sure to verify first before calling)
Website
http://www.wells.esc7.net
City-data.com school rating
29
Students
109
Classroom Teachers (FTE)
12.8
Free lunch eligible students
59
Reduced-price lunch
eligible students
10
School district
WELLS 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:
HUDSON MIDDLE (13.5 miles):

86
W H BONNER EL (13.3 miles):

73
HUDSON H S (13.5 miles):

72
DOUGLASS SCHOOL (12.7 miles):

65
CENTRAL J H (8.4 miles):

58
CENTRAL H S (8.4 miles):

55
CENTRAL EL (8.4 miles):

54
Wells High School:

29
WELLS EL (0.0 miles):

7
Wells High School rating compared to average state, county and city schools ratings:
Texas:

54
Cherokee County:

44
Wells:

18
Wells High School:

29

Students & Teachers


Total enrollment:
Enrollment in 2016: 109
Enrollment in 2015: 79
Enrollment in 2014: 104
Enrollment in 2013: 104
Enrollment in 2012: 102
Enrollment in 2011: 102
Enrollment in 2010: 91
Enrollment in 2009: 85
Enrollment in 2008: 97
Enrollment in 2007: 93
Enrollment in 2006: 92
Enrollment in 2005: 88
Enrollment in 2004: 89
Enrollment in 2003: 76
Enrollment in 2002: 73
Enrollment in 2001: 74
Enrollment in 2000: 85
Enrollment in 1999: 90

Wells High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08G09G10G11G12Total
All students171827171119109
Female students81711661260
Male students9116115749
Hispanic students4431 - 113
Black students - 1 - 1237
White students1313231291585
Two or More Races students - - 13 - - 4

Enrollment by grade:
7th grade enrollment: 17
8th grade enrollment: 18
9th grade enrollment: 27
10th grade enrollment: 17
11th grade enrollment: 11
12th grade enrollment: 19

Wells High School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 60 (55.0%)
Here:

55.0%
Texas:

49.0%
Male enrollment: 49 (45.0%)
Here:

45.0%
Texas:

50.1%

Wells High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Hispanic enrollment: 13 (11.9%)
Wells High School:

11.9%
State:

46.9%
Black enrollment: 7 (6.4%)
Here:

6.4%
Texas:

11.6%
White enrollment: 85 (78.0%)
School:

78.0%
State:

32.3%
Two or More Races enrollment: 4 (3.7%)
Here:

3.7%
Texas:

2.1%

Wells High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 69 (63.3%)
Wells High School:

63.3%
State:

61.6%
Free lunch eligible students: 59 (54.1%)
Here:

54.1%
State:

55.4%
Reduced-price lunch eligible students: 10 (9.2%)
Here:

9.2%
Texas:

6.2%

Wells High School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 12.8

Number of FTE teachers in their first year of teaching: 4
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 1
Number of FTE nurses: 0.5

Student/Teacher Ratio
Wells High School:

8.5
Texas:

15.6

Wells High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $919,500
  • Full-time Equivalency Count of Teachers: 12.5 (Salary Expenditures: $525,303)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $52,772)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $90,136)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $172,341
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $708,937
  • Salary Expenditures for Teachers: $942,969
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $12,716)
  • Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $52,772)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $90,136)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $172,580

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, 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: 8 (male: 4, female: 4)
  • White: 8 (male: 4, female: 4)
Students with disabilities served under Section 504: 7 (male: 2, female: 5)
  • White: 7 (male: 2, female: 5)

Retention:
Show data for

(State average from 1,124 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 9th grade: 2 (all male)
  • Black: 2

Percent of 9th grade students retained
Here:

7.4%
State:

20.6%
Total number of students retained in 10th grade: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

Percent of 10th grade students retained
Wells High School:

23.5%
Texas:

17.4%

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: 12 (male: 7, female: 5)
  • Hispanic: 2 (all male)
  • White: 10 (male: 5, female: 5)

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

110.1
State:

79.4

Dual Enrollment:
(State average from 1,381 schools)
This school has students in grades 9-12 enrolled in a dual enrollment / dual credit program
Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school.These programs are for high school - enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework.For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.
Dual Enrollment: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Dual Enrollment per 1,000 students
Wells High School:

36.7
Texas:

133.0

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

  • All3,961
  • Males3,994
  • White3,985
Algebra I Average Scale Score:

3,961
State:

4,001
Algebra I students tested: 16
# Absent - Not Tested: 2
Algebra I # Answer Documents Submitted: 18

Algebra I Avg Items Correct:
  • Reporting Category 1: 5.4 (49%)
  • Reporting Category 2: 7.6 (63%)
  • Reporting Category 3: 7.9 (57%)
  • Reporting Category 4: 6.4 (59%)
  • Reporting Category 5: 4.2 (70%)

Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 44%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 19%

13%
44%
25%
19%
Males: (Average Scale Score: 3,994, Tested: 12, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 25%, Masters: 25%)
17%
33%
25%
25%
White: (Average Scale Score: 3,985, Tested: 12, Did Not Meet Grade Level Performance: 17%, Approaches: 41%, Meets: 17%, Masters: 25%)
17%
41%
17%
25%

    Biology Average Scale Score

  • All3,782
  • Males3,818
  • Females3,696
  • White3,845
Biology Average Scale Score:

3,782
State:

3,772
Biology students tested: 17
Biology # Answer Documents Submitted: 17

Biology Avg Items Correct:
  • Reporting Category 1: 4.8 (44%)
  • Reporting Category 2: 4.2 (38%)
  • Reporting Category 3: 5.3 (53%)
  • Reporting Category 4: 6.6 (60%)
  • Reporting Category 5: 6.3 (57%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 35%
Masters Grade Level Performance: 0%

24%
41%
35%
Males: (Average Scale Score: 3,818, Tested: 12, Did Not Meet Grade Level Performance: 17%, Approaches: 41%, Meets: 42%, Masters: 0%)
17%
41%
42%
Females: (Average Scale Score: 3,696, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 40%, Meets: 20%, Masters: 0%)
40%
40%
20%
White: (Average Scale Score: 3,845, Tested: 13, Did Not Meet Grade Level Performance: 23%, Approaches: 31%, Meets: 46%, Masters: 0%)
23%
31%
46%

    English I Average Scale Score

  • All3,777
  • Males3,833
  • Females3,667
  • White3,766
English I Average Scale Score:

3,777
Texas:

3,637
English I students tested: 21
English I # Answer Documents Submitted: 21

English I Avg Items Correct:
  • Reporting Category 1: 4.7 (59%)
  • Reporting Category 2: 7.7 (59%)
  • Reporting Category 3: 8 (62%)
  • Reporting Category 4: 6.3 (39%)
  • Reporting Category 5: 6.1 (68%)
  • Reporting Category 6: 6.6 (74%)

Did Not Meet Grade Level Performance: 43%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 0%

43%
24%
33%
Males: (Average Scale Score: 3,833, Tested: 14, Did Not Meet Grade Level Performance: 43%, Approaches: 21%, Meets: 36%, Masters: 0%)
43%
21%
36%
Females: (Average Scale Score: 3,667, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 28%, Meets: 29%, Masters: 0%)
43%
28%
29%
White: (Average Scale Score: 3,766, Tested: 16, Did Not Meet Grade Level Performance: 44%, Approaches: 18%, Meets: 38%, Masters: 0%)
44%
18%
38%

    English II Average Scale Score

  • All3,843
  • Males3,380
  • Females4,057
  • White3,832
English II Average Scale Score:

3,843
State:

3,718
English II students tested: 19
English II # Answer Documents Submitted: 19

English II Avg Items Correct:
  • Reporting Category 1: 4.8 (61%)
  • Reporting Category 2: 8.6 (66%)
  • Reporting Category 3: 7.6 (59%)
  • Reporting Category 4: 8.9 (56%)
  • Reporting Category 5: 6.5 (72%)
  • Reporting Category 6: 5.1 (56%)

Did Not Meet Grade Level Performance: 42%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 37%
Masters Grade Level Performance: 5%

42%
16%
37%
5%
Males: (Average Scale Score: 3,380, Tested: 6, Did Not Meet Grade Level Performance: 83%, Approaches: 0%, Meets: 17%, Masters: 0%)
83%
17%
Females: (Average Scale Score: 4,057, Tested: 13, Did Not Meet Grade Level Performance: 23%, Approaches: 23%, Meets: 46%, Masters: 8%)
23%
23%
46%
8%
White: (Average Scale Score: 3,832, Tested: 15, Did Not Meet Grade Level Performance: 40%, Approaches: 20%, Meets: 33%, Masters: 7%)
40%
20%
33%
7%

    U.S. History Average Scale Score

  • All4,071
  • Males4,027
  • Females4,149
  • White4,110
U.S. History Average Scale Score:

4,071
Texas:

3,953
U.S. History students tested: 28
U.S. History # Answer Documents Submitted: 28

U.S. History Avg Items Correct:
  • Reporting Category 1: 19.2 (64%)
  • Reporting Category 2: 8 (67%)
  • Reporting Category 3: 5.2 (52%)
  • Reporting Category 4: 11.6 (73%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 53%
Masters Grade Level Performance: 11%

7%
29%
53%
11%
Males: (Average Scale Score: 4,027, Tested: 18, Did Not Meet Grade Level Performance: 6%, Approaches: 38%, Meets: 50%, Masters: 6%)
6%
38%
50%
6%
Females: (Average Scale Score: 4,149, Tested: 10, Did Not Meet Grade Level Performance: 10%, Approaches: 10%, Meets: 60%, Masters: 20%)
10%
10%
60%
20%
White: (Average Scale Score: 4,110, Tested: 22, Did Not Meet Grade Level Performance: 5%, Approaches: 27%, Meets: 54%, Masters: 14%)
5%
27%
54%
14%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,656
  • Males1,666
  • Females1,641
  • White1,681
Math Average Scale Score:

1,656
Texas:

1,571
Math students tested: 26
Math # Answer Documents Submitted: 26

Math Avg Items Correct:
  • Reporting Category 1: 4 (67%)
  • Reporting Category 2: 8.3 (56%)
  • Reporting Category 3: 5.8 (49%)
  • Reporting Category 4: 3.4 (49%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 23%

31%
27%
19%
23%
Males: (Average Scale Score: 1,666, Tested: 15, Did Not Meet Grade Level Performance: 27%, Approaches: 33%, Meets: 20%, Masters: 20%)
27%
33%
20%
20%
Females: (Average Scale Score: 1,641, Tested: 11, Did Not Meet Grade Level Performance: 36%, Approaches: 19%, Meets: 18%, Masters: 27%)
36%
19%
18%
27%
White: (Average Scale Score: 1,681, Tested: 20, Did Not Meet Grade Level Performance: 25%, Approaches: 25%, Meets: 20%, Masters: 30%)
25%
25%
20%
30%

    Reading Average Scale Score
    (7th Grade)

  • All1,653
  • Males1,627
  • Females1,687
  • White1,675
Reading Average Scale Score:

1,653
Texas:

1,550
Reading students tested: 26
Reading # Answer Documents Submitted: 26

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 12 (67%)
  • Reporting Category 3: 10.6 (66%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 19%

27%
31%
23%
19%
Males: (Average Scale Score: 1,627, Tested: 15, Did Not Meet Grade Level Performance: 40%, Approaches: 27%, Meets: 13%, Masters: 20%)
40%
27%
13%
20%
Females: (Average Scale Score: 1,687, Tested: 11, Did Not Meet Grade Level Performance: 9%, Approaches: 36%, Meets: 37%, Masters: 18%)
9%
36%
37%
18%
White: (Average Scale Score: 1,675, Tested: 20, Did Not Meet Grade Level Performance: 20%, Approaches: 30%, Meets: 25%, Masters: 25%)
20%
30%
25%
25%

    Writing Average Scale Score
    (7th Grade)

  • All3,708
  • Males3,583
  • Females3,878
  • White3,792
Writing Average Scale Score:

3,708
Texas:

3,515
Writing students tested: 26
Writing # Answer Documents Submitted: 26

Writing Avg Items Correct:
  • Reporting Category 1: 7.6 (48%)
  • Reporting Category 2: 8.7 (67%)
  • Reporting Category 3: 11 (65%)

Did Not Meet Grade Level Performance: 38%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 8%

38%
24%
30%
8%
Males: (Average Scale Score: 3,583, Tested: 15, Did Not Meet Grade Level Performance: 53%, Approaches: 14%, Meets: 26%, Masters: 7%)
53%
14%
26%
7%
Females: (Average Scale Score: 3,878, Tested: 11, Did Not Meet Grade Level Performance: 18%, Approaches: 37%, Meets: 36%, Masters: 9%)
18%
37%
36%
9%
White: (Average Scale Score: 3,792, Tested: 20, Did Not Meet Grade Level Performance: 30%, Approaches: 20%, Meets: 40%, Masters: 10%)
30%
20%
40%
10%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,649
  • Males1,605
  • Females1,694
  • White1,662
Math Average Scale Score:

1,649
Texas:

1,539
Math students tested: 20
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 21

Math Avg Items Correct:
  • Reporting Category 1: 2.7 (68%)
  • Reporting Category 2: 8.6 (54%)
  • Reporting Category 3: 7.9 (52%)
  • Reporting Category 4: 3.6 (51%)

Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 10%

35%
35%
20%
10%
Males: (Average Scale Score: 1,605, Tested: 10, Did Not Meet Grade Level Performance: 50%, Approaches: 30%, Meets: 10%, Masters: 10%)
50%
30%
10%
10%
Females: (Average Scale Score: 1,694, Tested: 10, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 30%, Masters: 10%)
20%
40%
30%
10%
White: (Average Scale Score: 1,662, Tested: 16, Did Not Meet Grade Level Performance: 25%, Approaches: 44%, Meets: 18%, Masters: 13%)
25%
44%
18%
13%

    Reading Average Scale Score
    (8th Grade)

  • All1,651
  • Males1,592
  • Females1,710
  • White1,642
Reading Average Scale Score:

1,651
State:

1,561
Reading students tested: 20
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 21

Reading Avg Items Correct:
  • Reporting Category 1: 5.4 (67%)
  • Reporting Category 2: 12.9 (68%)
  • Reporting Category 3: 10.6 (62%)

Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 15%

40%
20%
25%
15%
Males: (Average Scale Score: 1,592, Tested: 10, Did Not Meet Grade Level Performance: 70%, Approaches: 10%, Meets: 10%, Masters: 10%)
70%
10%
10%
10%
Females: (Average Scale Score: 1,710, Tested: 10, Did Not Meet Grade Level Performance: 10%, Approaches: 30%, Meets: 40%, Masters: 20%)
10%
30%
40%
20%
White: (Average Scale Score: 1,642, Tested: 16, Did Not Meet Grade Level Performance: 44%, Approaches: 18%, Meets: 25%, Masters: 13%)
44%
18%
25%
13%

    Science Average Scale Score
    (8th Grade)

  • All3,433
  • Males3,348
  • Females3,510
  • White3,455
Science Average Scale Score:

3,433
Texas:

3,634
Science students tested: 21
Science # Answer Documents Submitted: 21

Science Avg Items Correct:
  • Reporting Category 1: 5 (46%)
  • Reporting Category 2: 4.1 (46%)
  • Reporting Category 3: 5.2 (47%)
  • Reporting Category 4: 6 (55%)

Did Not Meet Grade Level Performance: 67%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 0%

67%
23%
10%
Males: (Average Scale Score: 3,348, Tested: 10, Did Not Meet Grade Level Performance: 80%, Approaches: 10%, Meets: 10%, Masters: 0%)
80%
10%
10%
Females: (Average Scale Score: 3,510, Tested: 11, Did Not Meet Grade Level Performance: 55%, Approaches: 36%, Meets: 9%, Masters: 0%)
55%
36%
9%
White: (Average Scale Score: 3,455, Tested: 17, Did Not Meet Grade Level Performance: 65%, Approaches: 23%, Meets: 12%, Masters: 0%)
65%
23%
12%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,435
  • Males3,402
  • Females3,465
  • White3,471
Social Studies Average Scale Score:

3,435
Texas:

3,461
Social Studies students tested: 21
Social Studies # Answer Documents Submitted: 21

Social Studies Avg Items Correct:
  • Reporting Category 1: 8.2 (48%)
  • Reporting Category 2: 5 (50%)
  • Reporting Category 3: 3.9 (39%)
  • Reporting Category 4: 3.3 (48%)

Did Not Meet Grade Level Performance: 62%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 0%
Masters Grade Level Performance: 5%

62%
33%
5%
Males: (Average Scale Score: 3,402, Tested: 10, Did Not Meet Grade Level Performance: 80%, Approaches: 10%, Meets: 0%, Masters: 10%)
80%
10%
10%
Females: (Average Scale Score: 3,465, Tested: 11, Did Not Meet Grade Level Performance: 45%, Approaches: 55%, Meets: 0%, Masters: 0%)
45%
55%
White: (Average Scale Score: 3,471, Tested: 17, Did Not Meet Grade Level Performance: 59%, Approaches: 35%, Meets: 0%, Masters: 6%)
59%
35%
6%

Accountability


SAT/ACT:
Show data for

(State average from 1,567 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.

Wells High School - ACT/SAT scores

Percent of graduates taking the SAT:

68.0%
State:

45.4%
Number of graduates taking the SAT: <25

Average SAT critical reading and mathematics combined score:

847
Texas:

875
Average SAT mathematics score:

422
Texas:

443
Average SAT critical reading score:

425
State:

432
Average SAT writing score:

398
State:

415
SAT or ACT Test Participation: 11 (male: 5, female: 6)
  • Hispanic: 2 (all female)
  • Black: 2 (all female)
  • White: 7 (male: 5, female: 2)

Advanced Placement:
Show data for
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001.
Number of different AP courses provided by school: 2
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: NO

    Students Enrolled in at least one AP Course

  • Hispanic2
  • Black5
  • White19
  • LEP2
Students Enrolled in at least one AP Course: 26 (male: 5, female: 21)
  • Hispanic: 2 (all female)
  • Black: 5 (all female)
  • White: 19 (male: 5, female: 14)
  • Limited English Proficiency (LEP): 2 (all female)

    Students Enrollment in Other Advanced Placement (AP) Subjects

  • Hispanic2
  • Black5
  • White19
  • LEP2
Students Enrollment in Other Advanced Placement (AP) Subjects: 26 (male: 5, female: 21)
  • Hispanic: 2 (all female)
  • Black: 5 (all female)
  • White: 19 (male: 5, female: 14)
  • Limited English Proficiency (LEP): 2 (all female)
Students who took no AP exams: 26 (male: 5, female: 21)
  • Hispanic: 2 (all female)
  • Black: 5 (all female)
  • White: 19 (male: 5, female: 14)

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.

Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage

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: 3

Incidents of threats of physical attack with a firearm or explosive device: 1


Total incidents per 1,000 students
Wells High School:

36.7
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 with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • White: 2

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

18.3
State:

5.4
Students with disabilities who received a school-related arrest: 2 (all male)
  • White: 2

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

18.3
Texas:

4.1

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): 4
Students without disabilities who received corporal punishment: 4 (all male)
  • Hispanic: 2
  • White: 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: 7 (male: 2, female: 5)
  • White: 7 (male: 2, female: 5)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Wells High School:

64.2
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.

Seclusion refers to the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. It does not include a timeout, which is a behavior management technique that is part of an approved program, involves the monitored separation of the student in a non-locked setting, and is implemented for the purpose of calming.
Total Number of Non-IDEA students subjected to physical restraint: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Non-IDEA students subjected to physical restraint per 1,000 students
Here:

36.7
State:

3.0
Total Number of Non-IDEA students subjected to seclusion: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Non-IDEA students subjected to seclusion per 1,000 students
Wells High School:

36.7
State:

0.3
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
  • White: 2

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

18.3
Texas:

6.8
Total Number of students with disabilities (IDEA) subjected to seclusion: 2 (all male)
  • White: 2

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

18.3
State:

0.4

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

  • Hispanic3
  • Black2
  • White8
  • IDEA3
  • 5043
School days missed due to out-of-school suspension: 13 (male: 8, female: 5)
  • Hispanic: 3 (all male)
  • Black: 2 (all male)
  • White: 8 (male: 3, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 3 (all male)
  • Section 504: 3 (all female)
Instances of out-of-school suspension (Students without disabilities): 3

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

27.5
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic2
  • Black2
  • White13
  • Multirace2
Students without disabilities receiving one or more in-school suspension: 19 (male: 17, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 13 (male: 11, female: 2)
  • Two or More Races: 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 2 (all female)
Instances of out-of-school suspension (Section 504 only): 1

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

9.2
State:

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

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 without Disabilities who received an expulsion without educational services: 2 (all male)
  • Black: 2

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

18.3
Texas:

2.0
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • White: 2

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

18.3
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 with disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
  • White: 2

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

18.3
State:

5.9

Classes & Courses


Algebra I:
Show data for

(State average from 1,490 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.
Number of Algebra I classes: 2
Number of Algebra I classes taught by certified teachers: 2

    9-10th grade student enrollment in Algebra I

  • Hispanic2
  • White22
  • Multirace2
  • LEP2
  • IDEA7
9-10th grade student enrollment in Algebra I: 26 (male: 15, female: 11)
  • Hispanic: 2 (all male)
  • White: 22 (male: 11, female: 11)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
9-10th grade studenst who passed Algebra I: 24 (male: 14, female: 10)
  • Hispanic: 4 (all male)
  • White: 20 (male: 10, female: 10)
  • Individuals With Disabilities Education Act (IDEA): 4 (all female)
Percent of 9-10th grade students who passed
Wells High School:

92.3%
Texas:

77.3%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 1
Number of Algebra II classes taught by certified teachers: 1

Student Enrollment in Algebra II: 9 (male: 4, female: 5)
  • Black: 2 (all male)
  • White: 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 2
Number of Geometry classes taught by certified teachers: 2

    Student Enrollment in Geometry

  • Hispanic2
  • Black2
  • White13
  • Multirace4
  • LEP2
  • IDEA4
Student Enrollment in Geometry: 21 (male: 12, female: 9)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Advanced Mathematics:
Show data for
Advanced mathematics (college-preparatory) courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry / analytic geometry, trigonometry / math analysis, analytic geometry, math analysis, math analysis / analytic geometry, probability and statistics, and precalculus
Number of Advanced Mathematics classes: 2
Number of Advanced Mathematics classes taught by certified teachers: 2

    Student Enrollment in Advanced Mathematics

  • Hispanic2
  • Black2
  • White13
  • LEP2
Student Enrollment in Advanced Mathematics: 17 (male: 5, female: 12)
  • Hispanic: 2 (all female)
  • Black: 2 (all female)
  • White: 13 (male: 5, female: 8)
  • Limited English Proficiency (LEP): 2 (all female)

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 2
Number of Biology classes taught by certified teachers: 2

    Student Enrollment in Biology

  • Hispanic2
  • White25
  • Multirace2
  • LEP2
  • IDEA7
Student Enrollment in Biology: 29 (male: 18, female: 11)
  • Hispanic: 2 (all male)
  • White: 25 (male: 14, female: 11)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)

Chemistry:
Show data for
Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 2
Number of Chemistry classes taught by certified teachers: 2

    Student Enrollment in Chemistry

  • Hispanic2
  • Black2
  • White13
  • Multirace4
  • LEP2
  • IDEA4
Student Enrollment in Chemistry: 21 (male: 12, female: 9)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Physics:
Show data for
Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 2
Number of Physics classes taught by certified teachers: 2

Student Enrollment in Physics: 9 (male: 4, female: 5)
  • Black: 2 (all male)
  • White: 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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