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Coles High And Educational Center School in Corpus Christi, TX
(08-12 • Public • Alternative School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 12
Address
 924 WINNEBAGO
Corpus Christi, TX 78401
Telephone
(361) 844-0432
(make sure to verify first before calling)
City-data.com school rating
12
Students
225
Classroom Teachers (FTE)
25.8
Free lunch eligible students
204
School district
CORPUS CHRISTI ISD
Charter school
No
Title I status
Title I schoolwide eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
ADKINS MIDDLE (0.3 miles):

76
VETERANS MEMORIAL H S (0.3 miles):

57
EVANS SES (0.6 miles):

45
ROY MILLER H S AND METRO SCHOOL OF DESIGN (1.4 miles):

45
CORPUS CHRISTI MONTESSORI SCHOOL (1.7 miles):

41
WYNN SEALE METROPOLITAN SCHOOL OF DESIGN (2.0 miles):

36
ALLEN EL (1.8 miles):

31
ZAVALA EL (1.9 miles):

17
Coles High And Educational Center School:

12
Coles High And Educational Center School rating compared to average state, county and city schools ratings:
Texas:

54
Nueces County:

54
Corpus Christi:

52
Coles High And Educational Center:

12

Students & Teachers


Total enrollment:
Enrollment in 2016: 225
Enrollment in 2015: 169
Enrollment in 2014: 285
Enrollment in 2013: 284
Enrollment in 2012: 268
Enrollment in 2011: 252
Enrollment in 2010: 221
Enrollment in 2009: 181
Enrollment in 2008: 158
Enrollment in 2007: 134
Enrollment in 2006: 213
Enrollment in 2005: 163
Enrollment in 2004: 199
Enrollment in 2003: 212
Enrollment in 2002: 232
Enrollment in 2001: 244
Enrollment in 2000: 295
Enrollment in 1999: 284

Coles High And Educational Center School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08G09G10G11G12Total
All students62721255591225
Female students11210142642105
Male students51511112949120
Hispanic students52319244678195
Black students - 31 - 329
White students111151120
Two or More Races students - - - - 1 - 1

Enrollment by grade:
7th grade enrollment: 6
8th grade enrollment: 27
9th grade enrollment: 21
10th grade enrollment: 25
11th grade enrollment: 55
12th grade enrollment: 91

Coles High And Educational Center School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 105 (46.7%)
Coles High And Educational Center School:

46.7%
Texas:

49.0%
Male enrollment: 120 (53.3%)
School:

53.3%
State:

50.1%

Coles High And Educational Center School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Hispanic enrollment: 195 (86.7%)
Here:

86.7%
State:

46.9%
Black enrollment: 9 (4.0%)
School:

4.0%
State:

11.6%
White enrollment: 20 (8.9%)
Here:

8.9%
State:

32.3%
Two or More Races enrollment: 1 (0.4%)
School:

0.4%
Texas:

2.1%

Coles High And Educational Center School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 204 (90.7%)
School:

90.7%
State:

61.6%
Free lunch eligible students: 204 (90.7%)
Coles High And Educational Center School:

90.7%
State:

55.4%
Reduced-price lunch eligible students: 0 (0.0%)
Coles High And Educational Center School:

0.0%
Texas:

6.2%

Coles High And Educational Center School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 25.8

Number of FTE school counselors: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 16
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1

Student/Teacher Ratio
Coles High And Educational Center School:

8.7
Texas:

15.6

Coles High And Educational Center School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,911,516
  • Full-time Equivalency Count of Teachers: 22.9 (Salary Expenditures: $1,148,137)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $19,856)
  • Full-time Equivalency Count of Support Services Staff: 13 (Salary Expenditures: $507,862)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $235,661)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $117,167
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $763,379
  • Salary Expenditures for Teachers: $1,296,735
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $19,856)
  • Full-time Equivalency Count of Support Services Staff: 13 (Salary Expenditures: $507,862)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $235,661)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $133,669

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all male)
  • Hispanic: 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: 20 (male: 13, female: 7)
  • Hispanic: 20 (male: 13, female: 7)

    Students with disabilities served under Section 504

  • Hispanic19
  • Black2
  • White2
  • LEP2
Students with disabilities served under Section 504: 23 (male: 12, female: 11)
  • Hispanic: 19 (male: 8, female: 11)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)

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 8th grade: 2 (all female)
  • Hispanic: 2

Percent of 8th grade students retained
Here:

7.4%
State:

7.0%

    Total number of students retained in 9th grade

  • Hispanic13
  • Black2
  • IDEA2
  • 5042
Total number of students retained in 9th grade: 15 (male: 8, female: 7)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
  • Section 504: 2 (all male)

Percent of 9th grade students retained
Here:

71.4%
State:

18.3%
Total number of students retained in 10th grade: 7 (male: 2, female: 5)
  • Hispanic: 7 (male: 2, female: 5)

Percent of 10th grade students retained
Coles High And Educational Center School:

28.0%
State:

15.1%

    Total number of students retained in 11th grade

  • Hispanic13
  • Black2
  • IDEA2
  • 5044
Total number of students retained in 11th grade: 15 (male: 8, female: 7)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
  • Section 504: 4 (male: 2, female: 2)

Percent of 11th grade students retained
School:

27.3%
Texas:

14.9%

    Total number of students retained in 12th grade

  • Hispanic16
  • Black2
  • LEP2
  • IDEA4
  • 5044
Total number of students retained in 12th grade: 18 (male: 8, female: 10)
  • Hispanic: 16 (male: 8, female: 8)
  • Black: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)

Percent of 12th grade students retained
Here:

19.8%
State:

14.2%

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

  • All3,786
  • Males3,829
  • Females3,737
  • Hispanic3,770
Algebra I Average Scale Score:

3,786
Texas:

3,927
Algebra I students tested: 36
# Absent - Not Tested: 1
Algebra I # Answer Documents Submitted: 37

Algebra I Avg Items Correct:
  • Reporting Category 1: 5.6 (51%)
  • Reporting Category 2: 6.1 (50%)
  • Reporting Category 3: 7 (50%)
  • Reporting Category 4: 6.1 (56%)
  • Reporting Category 5: 2.9 (49%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 72%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 3%

6%
72%
19%
3%
Males: (Average Scale Score: 3,829, Tested: 19, Did Not Meet Grade Level Performance: 11%, Approaches: 57%, Meets: 32%, Masters: 0%)
11%
57%
32%
Females: (Average Scale Score: 3,737, Tested: 17, Did Not Meet Grade Level Performance: 0%, Approaches: 88%, Meets: 6%, Masters: 6%)
88%
6%
6%
Hispanic: (Average Scale Score: 3,770, Tested: 33, Did Not Meet Grade Level Performance: 6%, Approaches: 76%, Meets: 18%, Masters: 0%)
6%
76%
18%

    Biology Average Scale Score

  • All3,592
  • Males3,669
  • Females3,522
  • Hispanic3,597
Biology Average Scale Score:

3,592
Texas:

3,671
Biology students tested: 38
# Absent - Not Tested: 1
Biology # Answer Documents Submitted: 39

Biology Avg Items Correct:
  • Reporting Category 1: 3.9 (36%)
  • Reporting Category 2: 4 (36%)
  • Reporting Category 3: 4.7 (47%)
  • Reporting Category 4: 4.4 (40%)
  • Reporting Category 5: 5 (45%)

Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 58%
Meets Grade Level Performance: 5%
Masters Grade Level Performance: 0%

37%
58%
5%
Males: (Average Scale Score: 3,669, Tested: 18, Did Not Meet Grade Level Performance: 28%, Approaches: 61%, Meets: 11%, Masters: 0%)
28%
61%
11%
Females: (Average Scale Score: 3,522, Tested: 20, Did Not Meet Grade Level Performance: 45%, Approaches: 55%, Meets: 0%, Masters: 0%)
45%
55%
Hispanic: (Average Scale Score: 3,597, Tested: 33, Did Not Meet Grade Level Performance: 33%, Approaches: 61%, Meets: 6%, Masters: 0%)
33%
61%
6%

    English I Average Scale Score

  • All3,543
  • Males3,547
  • Females3,538
  • Hispanic3,556
  • White3,451
English I Average Scale Score:

3,543
Texas:

3,609
English I students tested: 59
English I # Answer Documents Submitted: 59

English I Avg Items Correct:
  • Reporting Category 1: 4.2 (52%)
  • Reporting Category 2: 5.3 (41%)
  • Reporting Category 3: 5.7 (44%)
  • Reporting Category 4: 8.2 (51%)
  • Reporting Category 5: 4.4 (49%)
  • Reporting Category 6: 4.7 (52%)

Did Not Meet Grade Level Performance: 81%
Approaches Grade Level Performance: 11%
Meets Grade Level Performance: 8%
Masters Grade Level Performance: 0%

81%
11%
8%
Males: (Average Scale Score: 3,547, Tested: 31, Did Not Meet Grade Level Performance: 84%, Approaches: 6%, Meets: 10%, Masters: 0%)
84%
6%
10%
Females: (Average Scale Score: 3,538, Tested: 28, Did Not Meet Grade Level Performance: 79%, Approaches: 14%, Meets: 7%, Masters: 0%)
79%
14%
7%
Hispanic: (Average Scale Score: 3,556, Tested: 51, Did Not Meet Grade Level Performance: 78%, Approaches: 12%, Meets: 10%, Masters: 0%)
78%
12%
10%
White: (Average Scale Score: 3,451, Tested: 5, Did Not Meet Grade Level Performance: 100%, Approaches: 0%, Meets: 0%, Masters: 0%)
100%

    English II Average Scale Score

  • All3,535
  • Males3,580
  • Females3,467
  • Hispanic3,542
  • White3,500
English II Average Scale Score:

3,535
State:

3,594
English II students tested: 86
# Absent - Not Tested: 4
English II # Answer Documents Submitted: 90

English II Avg Items Correct:
  • Reporting Category 1: 4.1 (51%)
  • Reporting Category 2: 6.4 (49%)
  • Reporting Category 3: 6 (46%)
  • Reporting Category 4: 7.4 (46%)
  • Reporting Category 5: 5.3 (59%)
  • Reporting Category 6: 4.9 (55%)

Did Not Meet Grade Level Performance: 74%
Approaches Grade Level Performance: 19%
Meets Grade Level Performance: 7%
Masters Grade Level Performance: 0%

74%
19%
7%
Males: (Average Scale Score: 3,580, Tested: 52, Did Not Meet Grade Level Performance: 69%, Approaches: 21%, Meets: 10%, Masters: 0%)
69%
21%
10%
Females: (Average Scale Score: 3,467, Tested: 34, Did Not Meet Grade Level Performance: 82%, Approaches: 15%, Meets: 3%, Masters: 0%)
82%
15%
3%
Hispanic: (Average Scale Score: 3,542, Tested: 79, Did Not Meet Grade Level Performance: 73%, Approaches: 21%, Meets: 6%, Masters: 0%)
73%
21%
6%
White: (Average Scale Score: 3,500, Tested: 6, Did Not Meet Grade Level Performance: 83%, Approaches: 0%, Meets: 17%, Masters: 0%)
83%
17%

    U.S. History Average Scale Score

  • All3,957
  • Males4,080
  • Females3,775
  • Hispanic3,944
  • Black3,995
  • White4,083
U.S. History Average Scale Score:

3,957
State:

3,831
U.S. History students tested: 84
# Absent - Not Tested: 2
U.S. History # Answer Documents Submitted: 86

U.S. History Avg Items Correct:
  • Reporting Category 1: 18.3 (61%)
  • Reporting Category 2: 6.7 (56%)
  • Reporting Category 3: 5.5 (55%)
  • Reporting Category 4: 10 (63%)

Did Not Meet Grade Level Performance: 14%
Approaches Grade Level Performance: 42%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 15%

14%
42%
29%
15%
Males: (Average Scale Score: 4,080, Tested: 50, Did Not Meet Grade Level Performance: 10%, Approaches: 32%, Meets: 34%, Masters: 24%)
10%
32%
34%
24%
Females: (Average Scale Score: 3,775, Tested: 34, Did Not Meet Grade Level Performance: 21%, Approaches: 55%, Meets: 21%, Masters: 3%)
21%
55%
21%
3%
Hispanic: (Average Scale Score: 3,944, Tested: 73, Did Not Meet Grade Level Performance: 15%, Approaches: 45%, Meets: 25%, Masters: 15%)
15%
45%
25%
15%
Black: (Average Scale Score: 3,995, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 40%, Meets: 60%, Masters: 0%)
40%
60%
White: (Average Scale Score: 4,083, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 0%, Meets: 50%, Masters: 33%)
17%
50%
33%
8th Grade
Math students tested: 1
Math # Answer Documents Submitted: 1

Reading students tested: 1
Reading # Answer Documents Submitted: 1

Accountability


SAT/ACT:
Show data for

(State average from 1,563 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.

    SAT or ACT Test Participation

  • Hispanic7
  • Black2
  • White4
  • IDEA2
SAT or ACT Test Participation: 13 (male: 9, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Advanced Placement:
Show data for

(State average from 1,066 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001.
Number of students in Grades 11 and 12: 152
Number of students taking at least one AP exam: <5
Percent of students taking at least one AP exam:

0.0%
Texas:

19.2%
Number of examinees scoring at or above 3 on at least one AP exam: <5
Examinees scoring at or above criteria on at least one AP exam:

0.0%
Texas:

28.0%

Number of AP exams: <5
Number of AP exams with scores at or above 3: <5
Percent of AP exams with scores at or above 3:

0.0%
State:

25.9%

Health & Safety


Offenses:
(State average from 2,394 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of threats of physical attack without a weapon: 1


Total incidents per 1,000 students
School:

4.4
State:

38.0

Referrals and Arrests:
Show data for

(State average from 1,516 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 23 (male: 13, female: 10)
  • Hispanic: 19 (male: 11, female: 8)
  • Black: 2 (all female)
  • White: 2 (all male)

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

102.2
State:

17.4
Students without disabilities who received a school-related arrest: 12 (male: 7, female: 5)
  • Hispanic: 10 (male: 5, female: 5)
  • White: 2 (all male)

Students without disabilities who received a school-related arrest per 1,000 students
Here:

53.3
State:

13.1
Students with disabilities who were referred to a law enforcement agency or official: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 7 (male: 5, female: 2)

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

31.1
State:

5.4
Students with disabilities who received a school-related arrest: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 7

Students with disabilities who received a school-related arrest per 1,000 students
Coles High And Educational Center School:

8.9
State:

4.1

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 sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. 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. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
Coles High And Educational Center School:

4.4
State:

2.5
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • Hispanic: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Hispanic: 2


Chronic Student Absenteeismt:
Show data for

(State average from 7,777 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic256
  • Black7
  • White22
  • Multirace2
  • LEP2
  • IDEA25
  • 50428
Chronic Student Absenteeism: 287 (male: 135, female: 152)
  • Hispanic: 256 (male: 119, female: 137)
  • Black: 7 (male: 2, female: 5)
  • White: 22 (male: 14, female: 8)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 14, female: 11)
  • Section 504: 28 (male: 17, female: 11)
Chronic Student Absenteeism per 1,000 students
Coles High And Educational Center School:

1,275.6
Texas:

147.9

Suspensions:
Show data for

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

    School days missed due to out-of-school suspension

  • Hispanic152
  • Black7
  • White17
  • LEP3
  • IDEA11
  • 50430
School days missed due to out-of-school suspension: 176 (male: 117, female: 59)
  • Hispanic: 152 (male: 101, female: 51)
  • Black: 7 (male: 1, female: 6)
  • White: 17 (male: 15, female: 2)
  • Limited English Proficiency (LEP): 3 (all male)
  • Individuals With Disabilities Education Act (IDEA): 11 (male: 8, female: 3)
  • Section 504: 30 (male: 23, female: 7)
Instances of out-of-school suspension (Students without disabilities): 67

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

297.8
Texas:

102.7
Students without disabilities receiving one or more in-school suspension: 52 (male: 34, female: 18)
  • Hispanic: 46 (male: 32, female: 14)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
Students without disabilities receiving only one out-of-school suspension: 38 (male: 16, female: 22)
  • Hispanic: 34 (male: 14, female: 20)
  • White: 4 (male: 2, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 14 (male: 10, female: 4)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 2 (all female)
  • White: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 8

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

35.6
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 16

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

71.1
State:

12.0
Students with disabilities receiving one or more in-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Section 504: 10 (male: 5, female: 5)
Students with disabilities receiving only one out-of-school suspension: 7 (male: 5, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 7 (male: 5, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Section 504: 4

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: 14
Number of Algebra I classes taught by certified teachers: 14

8th grade student enrollment in Algebra I: 2 (all male)
  • Hispanic: 2
Percent of 8th grade students who passed
Coles High And Educational Center School:

0.0%
State:

87.0%
9-10th grade student enrollment in Algebra I: 9 (male: 7, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
9-10th grade studenst who passed Algebra I: 4 (all male)
  • Hispanic: 4
Percent of 9-10th grade students who passed
Coles High And Educational Center School:

44.4%
State:

77.3%

    11-12th grade student enrollment in Algebra I

  • Hispanic19
  • Black4
  • White2
  • LEP2
  • IDEA2
11-12th grade student enrollment in Algebra I: 25 (male: 12, female: 13)
  • Hispanic: 19 (male: 8, female: 11)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
11-12th studenst who passed Algebra I: 4 (all female)
  • Hispanic: 4
Percent of 11-12th grade students who passed
Coles High And Educational Center School:

16.0%
State:

73.9%

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: 4
Number of Algebra II classes taught by certified teachers: 4

    Student Enrollment in Algebra II

  • Hispanic22
  • Black4
  • White4
  • IDEA2
Student Enrollment in Algebra II: 30 (male: 12, female: 18)
  • Hispanic: 22 (male: 8, female: 14)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

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: 9
Number of Geometry classes taught by certified teachers: 9

    Student Enrollment in Geometry

  • Hispanic22
  • White4
  • Multirace2
  • IDEA4
Student Enrollment in Geometry: 28 (male: 13, female: 15)
  • Hispanic: 22 (male: 11, female: 11)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • 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: 3
Number of Advanced Mathematics classes taught by certified teachers: 3

Student Enrollment in Advanced Mathematics: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 6
Number of Biology classes taught by certified teachers: 6

    Student Enrollment in Biology

  • Hispanic31
  • Black2
  • White2
  • LEP2
  • IDEA4
Student Enrollment in Biology: 35 (male: 22, female: 13)
  • Hispanic: 31 (male: 20, female: 11)
  • Black: 2 (all female)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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: 6
Number of Chemistry classes taught by certified teachers: 6

Student Enrollment in Chemistry: 17 (male: 4, female: 13)
  • Hispanic: 13 (male: 2, female: 11)
  • Black: 2 (all male)
  • White: 2 (all female)

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: 3
Number of Physics classes taught by certified teachers: 3

Student Enrollment in Physics: 15 (male: 2, female: 13)
  • Hispanic: 13 (male: 2, female: 11)
  • White: 2 (all female)

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