Doerre Int School in Houston, TX
(06-09 • 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 81
- Address
- 18218 THEISS MAIL RD
Houston, TX 77379
- Telephone
- (832) 249-5700
(make sure to verify first before calling)
- Website
- http://www.kleinisd.net
- City-data.com school rating
- 81
- Students
- 1,147
- Classroom Teachers (FTE)
- 76.3
- Free lunch eligible students
- 128
- Reduced-price lunch
eligible students - 27
- School district
- KLEIN ISD
- Charter school
- No
- Title I status
- Not a Title I school
- Magnet School Indicator
- No
- Shared Time Indicator
- Missing
- Adult education offered
- No
Ratings
This school rating compared to other nearby schools ratings:
THEISS EL (0.7 miles): | 99 |
HASSLER EL (1.0 miles): | 97 |
BENIGNUS EL (1.0 miles): | 94 |
BRILL EL (1.9 miles): | 91 |
KRAHN EL (1.3 miles): | 90 |
Doerre Int School: | 81 |
EHRHARDT EL (1.7 miles): | 77 |
KLEB INT (1.6 miles): | 69 |
ULRICH INT (1.5 miles): | 50 |
Doerre Int School rating compared to average state, county and city schools ratings:
Texas: | 54 |
Harris County: | 51 |
Houston: | 47 |
Doerre Int School: | 81 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 1,147
Enrollment in 2015: 1,151
Enrollment in 2014: 1,203
Enrollment in 2013: 1,216
Enrollment in 2012: 1,177
Enrollment in 2011: 1,214
Enrollment in 2010: 1,320
Enrollment in 2009: 1,339
Enrollment in 2008: 1,308
Enrollment in 2007: 1,367
Enrollment in 2006: 1,271
Enrollment in 2005: 1,205
Enrollment in 2004: 1,226
Enrollment in 2003: 1,276
Enrollment in 2002: 1,404
Enrollment in 2001: 1,302
Enrollment in 2000: 1,291
Enrollment in 1999: 1,264
Enrollment in 2015: 1,151
Enrollment in 2014: 1,203
Enrollment in 2013: 1,216
Enrollment in 2012: 1,177
Enrollment in 2011: 1,214
Enrollment in 2010: 1,320
Enrollment in 2009: 1,339
Enrollment in 2008: 1,308
Enrollment in 2007: 1,367
Enrollment in 2006: 1,271
Enrollment in 2005: 1,205
Enrollment in 2004: 1,226
Enrollment in 2003: 1,276
Enrollment in 2002: 1,404
Enrollment in 2001: 1,302
Enrollment in 2000: 1,291
Enrollment in 1999: 1,264
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G06 | G07 | G08 | Total |
---|---|---|---|---|
All students | 380 | 411 | 356 | 1,147 |
Female students | 155 | 204 | 168 | 527 |
Male students | 225 | 207 | 188 | 620 |
American Indian/Alaska Native students | 1 | - | 1 | 2 |
Asian students | 39 | 50 | 40 | 129 |
Hispanic students | 80 | 84 | 73 | 237 |
Black students | 30 | 21 | 23 | 74 |
White students | 216 | 240 | 207 | 663 |
Two or More Races students | 14 | 16 | 12 | 42 |
Enrollment by grade:
6th grade enrollment: 380
7th grade enrollment: 411
8th grade enrollment: 356
7th grade enrollment: 411
8th grade enrollment: 356
Doerre Int School - Historical enrollment by grade
Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 527 (45.9%)
Doerre Int School: | 45.9% |
Texas: | 49.0% |
Male enrollment: 620 (54.1%)
School: | 54.1% |
Texas: | 50.1% |
Doerre Int School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 2 (0.2%)
School: | 0.2% |
State: | 0.4% |
Asian enrollment: 129 (11.2%)
School: | 11.2% |
Texas: | 3.1% |
Hispanic enrollment: 237 (20.7%)
School: | 20.7% |
State: | 46.9% |
Black enrollment: 74 (6.5%)
Here: | 6.5% |
Texas: | 11.6% |
White enrollment: 663 (57.8%)
Here: | 57.8% |
State: | 32.3% |
Two or More Races enrollment: 42 (3.7%)
School: | 3.7% |
State: | 2.1% |
Doerre Int School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 155 (13.5%)
School: | 13.5% |
State: | 61.6% |
Free lunch eligible students: 128 (11.2%)
School: | 11.2% |
State: | 55.4% |
Reduced-price lunch eligible students: 27 (2.4%)
Doerre Int School: | 2.4% |
State: | 6.2% |
Doerre Int School - Lunch Program Eligibility
Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 76.3
Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 3.5
Number of FTE school counselors: 2.8
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 0.4
Number of FTE psychologists: 0.5
Student/Teacher Ratio
Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 3.5
Number of FTE school counselors: 2.8
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 0.4
Number of FTE psychologists: 0.5
Student/Teacher Ratio
School: | 15.0 |
State: | 15.6 |
Doerre Int School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,352,597
- Full-time Equivalency Count of Teachers: 75.4 (Salary Expenditures: $3,565,020)
- Full-time Equivalency Count of Support Services Staff: 5.1 (Salary Expenditures: $420,142)
- Full-time Equivalency Count of School Administration Staff: 3.1 (Salary Expenditures: $356,035)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $5,181,031
- Salary Expenditures for Teachers: $4,079,808
- Full-time Equivalency Count of Instructional Aides: 9.7 (Salary Expenditures: $177,362)
- Full-time Equivalency Count of Support Services Staff: 6.9 (Salary Expenditures: $557,426)
- Full-time Equivalency Count of School Administration Staff: 3.1 (Salary Expenditures: $356,035)
Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 23 (male: 13, female: 10)
- Hispanic: 10 (male: 5, female: 5)
- Asian: 13 (male: 8, female: 5)
- Individuals With Disabilities Education Act (IDEA): 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 (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.
- Hispanic20
- Asian4
- Black14
- White44
- LEP4
Students with disabilities served under IDEA
- Hispanic: 20 (male: 16, female: 4)
- Asian: 4 (all male)
- Black: 14 (male: 10, female: 4)
- White: 44 (male: 31, female: 13)
- Limited English Proficiency (LEP): 4 (all male)
- Hispanic10
- Asian2
- Black2
- White43
- Multirace7
Students with disabilities served under Section 504
- Hispanic: 10 (male: 8, female: 2)
- Asian: 2 (all male)
- Black: 2 (all male)
- White: 43 (male: 32, female: 11)
- Two or More Races: 7 (male: 2, female: 5)
Retention:
Show data for
(State average from 959 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 6th grade: 2 (all male)
Percent of 6th grade students retained
- White: 2
- Individuals With Disabilities Education Act (IDEA): 2
Percent of 6th grade students retained
Doerre Int School: | 0.5% |
Texas: | 6.3% |
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/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.
- Hispanic19
- Asian49
- Black4
- White91
- Multirace10
- LEP2
Gifted and Talented Student Enrollment
- Hispanic: 19 (male: 11, female: 8)
- Asian: 49 (male: 29, female: 20)
- Black: 4 (male: 2, female: 2)
- White: 91 (male: 50, female: 41)
- Two or More Races: 10 (male: 5, female: 5)
- Limited English Proficiency (LEP): 2 (all male)
Gifted and Talented Student Enrollment per 1,000 students
Doerre Int School: | 150.8 |
Texas: | 79.4 |
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 students tested: 232
# Absent - Not Tested: 1
Algebra I # Answer Documents Submitted: 233
Algebra I Avg Items Correct:
Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 2%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 85%
Biology students tested: 52
Biology # Answer Documents Submitted: 52
Biology Avg Items Correct:
Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 0%
Meets Grade Level Performance: 4%
Masters Grade Level Performance: 96%
6th Grade
Math students tested: 387
Math # Answer Documents Submitted: 429
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 14%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 19%
Reading students tested: 430
Reading # Answer Documents Submitted: 430
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 32%
7th Grade
Math students tested: 443
# Absent - Not Tested: 3
Math # Answer Documents Submitted: 508
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 36%
Reading students tested: 463
# Absent - Not Tested: 4
Reading # Answer Documents Submitted: 507
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 14%
Approaches Grade Level Performance: 17%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 47%
Writing students tested: 465
# Absent - Not Tested: 2
Writing # Answer Documents Submitted: 467
Writing Avg Items Correct:
Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 18%
Meets Grade Level Performance: 38%
Masters Grade Level Performance: 26%
8th Grade
Math students tested: 244
Math # Answer Documents Submitted: 413
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 18%
Reading students tested: 414
Reading # Answer Documents Submitted: 414
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 10%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 41%
Science students tested: 358
# Absent - Not Tested: 4
Science # Answer Documents Submitted: 414
Science Avg Items Correct:
Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 44%
Social Studies students tested: 408
# Absent - Not Tested: 5
Social Studies # Answer Documents Submitted: 413
Social Studies Avg Items Correct:
Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 23%
- All4,794
- Males4,813
- Females4,765
- Hispanic4,671
- Asian4,974
- Black4,604
- White4,768
- Multirace5,279
Algebra I Average Scale Score
Algebra I Average Scale Score: | 4,794 |
Texas: | 4,001 |
# Absent - Not Tested: 1
Algebra I # Answer Documents Submitted: 233
Algebra I Avg Items Correct:
- Reporting Category 1: 9.1 (83%)
- Reporting Category 2: 10.3 (85%)
- Reporting Category 3: 11.9 (85%)
- Reporting Category 4: 9.9 (90%)
- Reporting Category 5: 5.3 (89%)
Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 2%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 85%
Males: (Average Scale Score: 4,813, Tested: 140, Did Not Meet Grade Level Performance: 0%, Approaches: 3%, Meets: 16%, Masters: 81%)
Females: (Average Scale Score: 4,765, Tested: 92, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 9%, Masters: 91%)
Hispanic: (Average Scale Score: 4,671, Tested: 42, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 14%, Masters: 86%)
Asian: (Average Scale Score: 4,974, Tested: 43, Did Not Meet Grade Level Performance: 0%, Approaches: 2%, Meets: 5%, Masters: 93%)
Black: (Average Scale Score: 4,604, Tested: 12, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 17%, Masters: 83%)
White: (Average Scale Score: 4,768, Tested: 129, Did Not Meet Grade Level Performance: 0%, Approaches: 2%, Meets: 16%, Masters: 82%)
Multirace: (Average Scale Score: 5,279, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
- All5,383
- Males5,450
- Females5,285
- Hispanic5,282
- Asian5,407
- White5,422
Biology Average Scale Score
Biology Average Scale Score: | 5,383 |
Texas: | 3,772 |
Biology # Answer Documents Submitted: 52
Biology Avg Items Correct:
- Reporting Category 1: 10.4 (95%)
- Reporting Category 2: 10.4 (95%)
- Reporting Category 3: 9.3 (93%)
- Reporting Category 4: 10.5 (95%)
- Reporting Category 5: 10.4 (94%)
Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 0%
Meets Grade Level Performance: 4%
Masters Grade Level Performance: 96%
Males: (Average Scale Score: 5,450, Tested: 31, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 6%, Masters: 94%)
Females: (Average Scale Score: 5,285, Tested: 21, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
Hispanic: (Average Scale Score: 5,282, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
Asian: (Average Scale Score: 5,407, Tested: 17, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 12%, Masters: 88%)
White: (Average Scale Score: 5,422, Tested: 25, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 0%, Masters: 100%)
6th Grade
- All1,664
- Males1,664
- Females1,665
- Hispanic1,638
- Asian1,740
- Black1,599
- White1,677
- Multirace1,605
Math Average Scale Score
(6th Grade)
Math Average Scale Score: | 1,664 |
Texas: | 1,546 |
Math # Answer Documents Submitted: 429
Math Avg Items Correct:
- Reporting Category 1: 5.9 (59%)
- Reporting Category 2: 8.8 (59%)
- Reporting Category 3: 3.6 (59%)
- Reporting Category 4: 4.5 (64%)
Did Not Meet Grade Level Performance: 14%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 33%
Masters Grade Level Performance: 19%
Males: (Average Scale Score: 1,664, Tested: 195, Did Not Meet Grade Level Performance: 19%, Approaches: 29%, Meets: 31%, Masters: 21%)
Females: (Average Scale Score: 1,665, Tested: 192, Did Not Meet Grade Level Performance: 9%, Approaches: 38%, Meets: 35%, Masters: 18%)
Hispanic: (Average Scale Score: 1,638, Tested: 91, Did Not Meet Grade Level Performance: 22%, Approaches: 32%, Meets: 35%, Masters: 11%)
Asian: (Average Scale Score: 1,740, Tested: 33, Did Not Meet Grade Level Performance: 3%, Approaches: 15%, Meets: 49%, Masters: 33%)
Black: (Average Scale Score: 1,599, Tested: 34, Did Not Meet Grade Level Performance: 24%, Approaches: 50%, Meets: 20%, Masters: 6%)
White: (Average Scale Score: 1,677, Tested: 217, Did Not Meet Grade Level Performance: 11%, Approaches: 33%, Meets: 32%, Masters: 24%)
Multirace: (Average Scale Score: 1,605, Tested: 12, Did Not Meet Grade Level Performance: 17%, Approaches: 58%, Meets: 17%, Masters: 8%)
- All1,656
- Males1,644
- Females1,670
- Hispanic1,613
- Asian1,742
- Black1,610
- White1,663
- Multirace1,649
Reading Average Scale Score
(6th Grade)
Reading Average Scale Score: | 1,656 |
State: | 1,457 |
Reading # Answer Documents Submitted: 430
Reading Avg Items Correct:
- Reporting Category 1: 5.9 (74%)
- Reporting Category 2: 13.5 (79%)
- Reporting Category 3: 11.1 (74%)
Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 32%
Males: (Average Scale Score: 1,644, Tested: 223, Did Not Meet Grade Level Performance: 18%, Approaches: 21%, Meets: 30%, Masters: 31%)
Females: (Average Scale Score: 1,670, Tested: 207, Did Not Meet Grade Level Performance: 12%, Approaches: 25%, Meets: 30%, Masters: 33%)
Hispanic: (Average Scale Score: 1,613, Tested: 96, Did Not Meet Grade Level Performance: 25%, Approaches: 24%, Meets: 29%, Masters: 22%)
Asian: (Average Scale Score: 1,742, Tested: 49, Did Not Meet Grade Level Performance: 4%, Approaches: 8%, Meets: 27%, Masters: 61%)
Black: (Average Scale Score: 1,610, Tested: 34, Did Not Meet Grade Level Performance: 21%, Approaches: 32%, Meets: 26%, Masters: 21%)
White: (Average Scale Score: 1,663, Tested: 237, Did Not Meet Grade Level Performance: 12%, Approaches: 24%, Meets: 32%, Masters: 32%)
Multirace: (Average Scale Score: 1,649, Tested: 14, Did Not Meet Grade Level Performance: 21%, Approaches: 22%, Meets: 14%, Masters: 43%)
7th Grade
- All1,746
- Males1,743
- Females1,749
- Hispanic1,708
- Asian1,829
- Black1,670
- White1,757
- Multirace1,738
Math Average Scale Score
(7th Grade)
Math Average Scale Score: | 1,746 |
State: | 1,571 |
# Absent - Not Tested: 3
Math # Answer Documents Submitted: 508
Math Avg Items Correct:
- Reporting Category 1: 4.6 (77%)
- Reporting Category 2: 10.2 (68%)
- Reporting Category 3: 8.1 (68%)
- Reporting Category 4: 4.4 (63%)
Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 36%
Males: (Average Scale Score: 1,743, Tested: 228, Did Not Meet Grade Level Performance: 11%, Approaches: 26%, Meets: 30%, Masters: 33%)
Females: (Average Scale Score: 1,749, Tested: 215, Did Not Meet Grade Level Performance: 7%, Approaches: 24%, Meets: 30%, Masters: 39%)
Hispanic: (Average Scale Score: 1,708, Tested: 111, Did Not Meet Grade Level Performance: 13%, Approaches: 34%, Meets: 29%, Masters: 24%)
Asian: (Average Scale Score: 1,829, Tested: 56, Did Not Meet Grade Level Performance: 4%, Approaches: 12%, Meets: 16%, Masters: 68%)
Black: (Average Scale Score: 1,670, Tested: 38, Did Not Meet Grade Level Performance: 16%, Approaches: 45%, Meets: 26%, Masters: 13%)
White: (Average Scale Score: 1,757, Tested: 218, Did Not Meet Grade Level Performance: 6%, Approaches: 21%, Meets: 36%, Masters: 37%)
Multirace: (Average Scale Score: 1,738, Tested: 17, Did Not Meet Grade Level Performance: 24%, Approaches: 23%, Meets: 6%, Masters: 47%)
- All1,731
- Males1,708
- Females1,755
- Hispanic1,688
- Asian1,790
- Black1,673
- White1,747
- Multirace1,731
Reading Average Scale Score
(7th Grade)
Reading Average Scale Score: | 1,731 |
Texas: | 1,550 |
# Absent - Not Tested: 4
Reading # Answer Documents Submitted: 507
Reading Avg Items Correct:
- Reporting Category 1: 6.3 (78%)
- Reporting Category 2: 13.6 (76%)
- Reporting Category 3: 12.2 (76%)
Did Not Meet Grade Level Performance: 14%
Approaches Grade Level Performance: 17%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 47%
Males: (Average Scale Score: 1,708, Tested: 240, Did Not Meet Grade Level Performance: 20%, Approaches: 17%, Meets: 20%, Masters: 43%)
Females: (Average Scale Score: 1,755, Tested: 223, Did Not Meet Grade Level Performance: 9%, Approaches: 17%, Meets: 23%, Masters: 51%)
Hispanic: (Average Scale Score: 1,688, Tested: 113, Did Not Meet Grade Level Performance: 20%, Approaches: 21%, Meets: 20%, Masters: 39%)
Asian: (Average Scale Score: 1,790, Tested: 56, Did Not Meet Grade Level Performance: 5%, Approaches: 13%, Meets: 23%, Masters: 59%)
Black: (Average Scale Score: 1,673, Tested: 42, Did Not Meet Grade Level Performance: 31%, Approaches: 24%, Meets: 21%, Masters: 24%)
White: (Average Scale Score: 1,747, Tested: 232, Did Not Meet Grade Level Performance: 11%, Approaches: 14%, Meets: 22%, Masters: 53%)
Multirace: (Average Scale Score: 1,731, Tested: 17, Did Not Meet Grade Level Performance: 12%, Approaches: 29%, Meets: 18%, Masters: 41%)
- All4,115
- Males3,978
- Females4,262
- Hispanic3,953
- Asian4,350
- Black3,891
- White4,183
- Multirace4,041
Writing Average Scale Score
(7th Grade)
Writing Average Scale Score: | 4,115 |
State: | 3,515 |
# Absent - Not Tested: 2
Writing # Answer Documents Submitted: 467
Writing Avg Items Correct:
- Reporting Category 1: 9 (56%)
- Reporting Category 2: 10 (77%)
- Reporting Category 3: 13.3 (79%)
Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 18%
Meets Grade Level Performance: 38%
Masters Grade Level Performance: 26%
Males: (Average Scale Score: 3,978, Tested: 241, Did Not Meet Grade Level Performance: 25%, Approaches: 21%, Meets: 35%, Masters: 19%)
Females: (Average Scale Score: 4,262, Tested: 224, Did Not Meet Grade Level Performance: 10%, Approaches: 15%, Meets: 41%, Masters: 34%)
Hispanic: (Average Scale Score: 3,953, Tested: 115, Did Not Meet Grade Level Performance: 25%, Approaches: 25%, Meets: 33%, Masters: 17%)
Asian: (Average Scale Score: 4,350, Tested: 56, Did Not Meet Grade Level Performance: 5%, Approaches: 15%, Meets: 37%, Masters: 43%)
Black: (Average Scale Score: 3,891, Tested: 41, Did Not Meet Grade Level Performance: 34%, Approaches: 25%, Meets: 21%, Masters: 20%)
White: (Average Scale Score: 4,183, Tested: 233, Did Not Meet Grade Level Performance: 15%, Approaches: 13%, Meets: 45%, Masters: 27%)
Multirace: (Average Scale Score: 4,041, Tested: 17, Did Not Meet Grade Level Performance: 24%, Approaches: 35%, Meets: 12%, Masters: 29%)
8th Grade
- All1,728
- Males1,724
- Females1,733
- Hispanic1,713
- Asian1,912
- Black1,661
- White1,727
- Multirace1,711
Math Average Scale Score
(8th Grade)
Math Average Scale Score: | 1,728 |
Texas: | 1,539 |
Math # Answer Documents Submitted: 413
Math Avg Items Correct:
- Reporting Category 1: 2.7 (68%)
- Reporting Category 2: 10.6 (66%)
- Reporting Category 3: 10.3 (68%)
- Reporting Category 4: 4.5 (64%)
Did Not Meet Grade Level Performance: 13%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 18%
Males: (Average Scale Score: 1,724, Tested: 144, Did Not Meet Grade Level Performance: 16%, Approaches: 34%, Meets: 30%, Masters: 20%)
Females: (Average Scale Score: 1,733, Tested: 100, Did Not Meet Grade Level Performance: 8%, Approaches: 41%, Meets: 35%, Masters: 16%)
Hispanic: (Average Scale Score: 1,713, Tested: 59, Did Not Meet Grade Level Performance: 8%, Approaches: 46%, Meets: 31%, Masters: 15%)
Asian: (Average Scale Score: 1,912, Tested: 17, Did Not Meet Grade Level Performance: 0%, Approaches: 18%, Meets: 17%, Masters: 65%)
Black: (Average Scale Score: 1,661, Tested: 30, Did Not Meet Grade Level Performance: 30%, Approaches: 43%, Meets: 20%, Masters: 7%)
White: (Average Scale Score: 1,727, Tested: 126, Did Not Meet Grade Level Performance: 10%, Approaches: 36%, Meets: 38%, Masters: 16%)
Multirace: (Average Scale Score: 1,711, Tested: 12, Did Not Meet Grade Level Performance: 33%, Approaches: 17%, Meets: 25%, Masters: 25%)
- All1,738
- Males1,722
- Females1,761
- Hispanic1,729
- Asian1,785
- Black1,684
- White1,743
- Multirace1,703
Reading Average Scale Score
(8th Grade)
Reading Average Scale Score: | 1,738 |
Texas: | 1,561 |
Reading # Answer Documents Submitted: 414
Reading Avg Items Correct:
- Reporting Category 1: 6.3 (78%)
- Reporting Category 2: 14.9 (78%)
- Reporting Category 3: 13 (76%)
Did Not Meet Grade Level Performance: 10%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 41%
Males: (Average Scale Score: 1,722, Tested: 245, Did Not Meet Grade Level Performance: 12%, Approaches: 30%, Meets: 21%, Masters: 37%)
Females: (Average Scale Score: 1,761, Tested: 169, Did Not Meet Grade Level Performance: 6%, Approaches: 22%, Meets: 24%, Masters: 48%)
Hispanic: (Average Scale Score: 1,729, Tested: 94, Did Not Meet Grade Level Performance: 9%, Approaches: 32%, Meets: 23%, Masters: 36%)
Asian: (Average Scale Score: 1,785, Tested: 44, Did Not Meet Grade Level Performance: 11%, Approaches: 5%, Meets: 25%, Masters: 59%)
Black: (Average Scale Score: 1,684, Tested: 38, Did Not Meet Grade Level Performance: 11%, Approaches: 55%, Meets: 8%, Masters: 26%)
White: (Average Scale Score: 1,743, Tested: 222, Did Not Meet Grade Level Performance: 9%, Approaches: 23%, Meets: 25%, Masters: 43%)
Multirace: (Average Scale Score: 1,703, Tested: 16, Did Not Meet Grade Level Performance: 19%, Approaches: 25%, Meets: 18%, Masters: 38%)
- All4,239
- Males4,268
- Females4,197
- Hispanic4,145
- Asian4,639
- Black3,846
- White4,315
- Multirace4,043
Science Average Scale Score
(8th Grade)
Science Average Scale Score: | 4,239 |
Texas: | 3,634 |
# Absent - Not Tested: 4
Science # Answer Documents Submitted: 414
Science Avg Items Correct:
- Reporting Category 1: 8 (73%)
- Reporting Category 2: 6.6 (73%)
- Reporting Category 3: 8.3 (75%)
- Reporting Category 4: 8.3 (76%)
Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 16%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 44%
Males: (Average Scale Score: 4,268, Tested: 212, Did Not Meet Grade Level Performance: 18%, Approaches: 16%, Meets: 20%, Masters: 46%)
Females: (Average Scale Score: 4,197, Tested: 146, Did Not Meet Grade Level Performance: 15%, Approaches: 16%, Meets: 29%, Masters: 40%)
Hispanic: (Average Scale Score: 4,145, Tested: 89, Did Not Meet Grade Level Performance: 21%, Approaches: 14%, Meets: 25%, Masters: 40%)
Asian: (Average Scale Score: 4,639, Tested: 27, Did Not Meet Grade Level Performance: 11%, Approaches: 8%, Meets: 11%, Masters: 70%)
Black: (Average Scale Score: 3,846, Tested: 37, Did Not Meet Grade Level Performance: 41%, Approaches: 18%, Meets: 19%, Masters: 22%)
White: (Average Scale Score: 4,315, Tested: 193, Did Not Meet Grade Level Performance: 10%, Approaches: 17%, Meets: 26%, Masters: 47%)
Multirace: (Average Scale Score: 4,043, Tested: 12, Did Not Meet Grade Level Performance: 25%, Approaches: 25%, Meets: 17%, Masters: 33%)
- All3,845
- Males3,882
- Females3,791
- Hispanic3,790
- Asian4,109
- Black3,600
- White3,861
- Multirace3,794
Social Studies Average Scale Score
(8th Grade)
Social Studies Average Scale Score: | 3,845 |
State: | 3,461 |
# Absent - Not Tested: 5
Social Studies # Answer Documents Submitted: 413
Social Studies Avg Items Correct:
- Reporting Category 1: 10.9 (64%)
- Reporting Category 2: 5.9 (59%)
- Reporting Category 3: 6.4 (64%)
- Reporting Category 4: 4.7 (67%)
Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 23%
Males: (Average Scale Score: 3,882, Tested: 241, Did Not Meet Grade Level Performance: 25%, Approaches: 32%, Meets: 15%, Masters: 28%)
Females: (Average Scale Score: 3,791, Tested: 167, Did Not Meet Grade Level Performance: 26%, Approaches: 41%, Meets: 17%, Masters: 16%)
Hispanic: (Average Scale Score: 3,790, Tested: 93, Did Not Meet Grade Level Performance: 30%, Approaches: 39%, Meets: 13%, Masters: 18%)
Asian: (Average Scale Score: 4,109, Tested: 44, Did Not Meet Grade Level Performance: 14%, Approaches: 25%, Meets: 22%, Masters: 39%)
Black: (Average Scale Score: 3,600, Tested: 38, Did Not Meet Grade Level Performance: 50%, Approaches: 29%, Meets: 5%, Masters: 16%)
White: (Average Scale Score: 3,861, Tested: 218, Did Not Meet Grade Level Performance: 21%, Approaches: 38%, Meets: 18%, Masters: 23%)
Multirace: (Average Scale Score: 3,794, Tested: 15, Did Not Meet Grade Level Performance: 33%, Approaches: 27%, Meets: 13%, Masters: 27%)
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 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.
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: 18
Total incidents per 1,000 students
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: 18
Total incidents per 1,000 students
Here: | 15.7 |
State: | 38.0 |
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.
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: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
Allegations of harassment or bullying on the basis of sex per 1,000 students
Students reported as harassed or bullied on the basis of sex: 2 (all female)School: | 1.7 |
Texas: | 4.1 |
- White: 2
- Section 504: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
- Hispanic: 2
- Individuals With Disabilities Education Act (IDEA): 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.
- Hispanic19
- Asian2
- Black4
- White40
- Multirace2
- IDEA16
- 5047
Chronic Student Absenteeism
- Hispanic: 19 (male: 11, female: 8)
- Asian: 2 (all male)
- Black: 4 (male: 2, female: 2)
- White: 40 (male: 17, female: 23)
- Two or More Races: 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)
- Section 504: 7 (male: 2, female: 5)
Chronic Student Absenteeism per 1,000 students
Here: | 58.4 |
State: | 147.9 |
Restraint and Seclusion:
Show data for
(State average from 2,148 schools)
Mechanical restraint refers to the use of any device or equipment to restrict a student's freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by a student that have been prescribed by an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:
- Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
- Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;
- Restraints for medical immobilization; or Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.
Total Number of Non-IDEA students subjected to mechanical restraint: 4 (all male)
Non-IDEA students subjected to mechanical restraint per 1,000 students
Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 2 (all male)
Students with disabilities (IDEA) subjected to mechanical restraint per 1,000 students
- White: 2
- Two or More Races: 2
Non-IDEA students subjected to mechanical restraint per 1,000 students
Doerre Int School: | 3.5 |
State: | 3.1 |
Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 2 (all male)
- White: 2
Students with disabilities (IDEA) subjected to mechanical restraint per 1,000 students
Doerre Int School: | 1.7 |
State: | 0.9 |
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).
- Hispanic28
- Asian1
- Black28
- White91
- Multirace1
- LEP9
- IDEA92
- 50411
School days missed due to out-of-school suspension
- Hispanic: 28 (all male)
- Asian: 1 (all female)
- Black: 28 (male: 26, female: 2)
- White: 91 (male: 74, female: 17)
- Two or More Races: 1 (all male)
- Limited English Proficiency (LEP): 9 (all male)
- Individuals With Disabilities Education Act (IDEA): 92 (all male)
- Section 504: 11 (all male)
Instances of out-of-school suspension (Students without disabilities): 33
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Here: | 28.8 |
Texas: | 102.7 |
- Hispanic43
- Asian7
- Black16
- White67
- Multirace7
- LEP4
Students without disabilities receiving one or more in-school suspension
- Hispanic: 43 (male: 29, female: 14)
- Asian: 7 (male: 5, female: 2)
- Black: 16 (male: 11, female: 5)
- White: 67 (male: 53, female: 14)
- Two or More Races: 7 (male: 2, female: 5)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Hispanic2
- Asian2
- Black4
- White13
Students without disabilities receiving only one out-of-school suspension
- Hispanic: 2 (all male)
- Asian: 2 (all female)
- Black: 4 (male: 2, female: 2)
- White: 13 (male: 8, female: 5)
- Hispanic2
- Black2
- White7
- Multirace2
Students without disabilities receiving more than one out-of-school suspension
- Hispanic: 2 (all male)
- Black: 2 (all male)
- White: 7 (male: 5, female: 2)
- Two or More Races: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 54
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School: | 47.1 |
Texas: | 27.5 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
School: | 6.1 |
State: | 12.0 |
- Hispanic10
- Asian2
- Black5
- White19
- Multirace2
- LEP2
- 50419
Students with disabilities receiving one or more in-school suspension
- Hispanic: 10 (male: 8, female: 2)
- Asian: 2 (all male)
- Black: 5 (all male)
- White: 19 (male: 17, female: 2)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 2 (all male)
- Section 504: 19 (male: 17, female: 2)
- Hispanic2
- Black2
- White5
- 5042
Students with disabilities receiving only one out-of-school suspension
- Hispanic: 2
- Black: 2
- White: 5
- Section 504: 2
- Hispanic2
- Black2
- White8
- LEP2
- 5042
Students with disabilities receiving more than one out-of-school suspension
- Hispanic: 2
- Black: 2
- White: 8
- Limited English Proficiency (LEP): 2
- Section 504: 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 under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Students without Disabilities who received an expulsion with educational services: 4 (all male)
Students without Disabilities who received an expulsion with educational services per 1,000 students
Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Students with Disabilities who received an expulsion with educational services: 2 (all male)
Students with Disabilities who received an expulsion with educational services per 1,000 students
- Black: 2
- White: 2
Students without Disabilities who received an expulsion with educational services per 1,000 students
School: | 3.5 |
Texas: | 32.9 |
Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
- Black: 2
Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Here: | 1.7 |
State: | 2.0 |
Students with Disabilities who received an expulsion with educational services: 2 (all male)
- Hispanic: 2
Students with Disabilities who received an expulsion with educational services per 1,000 students
Doerre Int School: | 1.7 |
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 without disabilities transferred to an alternative school for disciplinary reasons: 4 (all male)
Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Students with disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
Students with disabilities transferred to an alternative school for disciplinary reasons
- Black: 2
- White: 2
Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Here: | 3.5 |
State: | 49.7 |
Students with disabilities transferred to an alternative school for disciplinary reasons: 2 (all male)
- Hispanic: 2
Students with disabilities transferred to an alternative school for disciplinary reasons
School: | 1.7 |
State: | 5.9 |
Classes & Courses
Algebra I:
Show data for
(State average from 1,291 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.
7th grade student enrollment in Algebra I: 56
7th grade studenst who passed Algebra I: 55
8th grade student enrollment in Algebra I: 130 (male: 69, female: 61)
7th grade studenst who passed Algebra I: 55
Percent of 7th grade students who passed
Doerre Int School: | 98.2% |
State: | 102.7% |
- Hispanic19
- American Indian2
- Asian22
- Black4
- White79
- Multirace4
- LEP2
8th grade student enrollment in Algebra I
- Hispanic: 19 (male: 11, female: 8)
- American Indian / Alaska Native: 2 (all male)
- Asian: 22 (male: 11, female: 11)
- Black: 4 (male: 2, female: 2)
- White: 79 (male: 41, female: 38)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all female)
- Hispanic: 20 (male: 13, female: 7)
- Asian: 20 (male: 10, female: 10)
- White: 80 (male: 40, female: 40)
Percent of 8th grade students who passed
Doerre Int School: | 92.3% |
State: | 87.0% |
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.
8th grade students enrolled in Geometry: 23
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