Forest Brook Middle School in Houston, TX
(06-08 • 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 17
- Address
- 7525 TIDWELL RD
Houston, TX 77016
- Telephone
- (713) 631-7720
(make sure to verify first before calling)
- Website
- http://www.houstonisd.org
- City-data.com school rating
- 17
- Students
- 904
- Classroom Teachers (FTE)
- 54.4
- Free lunch eligible students
- 682
- Reduced-price lunch
eligible students - 25
- School district
- HOUSTON 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:
KIPP VOYAGE ACADEMY FOR GIRLS (2.0 miles): | 56 |
KIPP POLARIS ACADEMY FOR BOYS (1.9 miles): | 52 |
SHADYDALE EL (1.1 miles): | 51 |
KIPP NORTHEAST COLLEGE PREPARATORY (1.9 miles): | 43 |
KIPP LEGACY PREPARATORY SCHOOL (2.0 miles): | 40 |
MCGOWEN EL (2.1 miles): | 24 |
Forest Brook Middle School: | 17 |
THE VARNETT SCHOOL - NORTHEAST (2.1 miles): | 11 |
HILLIARD EL (1.8 miles): | 4 |
Forest Brook Middle School rating compared to average state, county and city schools ratings:
Texas: | 54 |
Harris County: | 51 |
Houston: | 47 |
Forest Brook Middle School: | 17 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 904
Enrollment in 2015: 941
Enrollment in 2014: 990
Enrollment in 2015: 941
Enrollment in 2014: 990
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G06 | G07 | G08 | Total |
---|---|---|---|---|
All students | 289 | 306 | 309 | 904 |
Female students | 151 | 145 | 141 | 437 |
Male students | 138 | 161 | 168 | 467 |
American Indian/Alaska Native students | - | 1 | 1 | 2 |
Hispanic students | 86 | 95 | 94 | 275 |
Black students | 203 | 210 | 209 | 622 |
White students | - | - | 3 | 3 |
Two or More Races students | - | - | 2 | 2 |
Enrollment by grade:
6th grade enrollment: 289
7th grade enrollment: 306
8th grade enrollment: 309
7th grade enrollment: 306
8th grade enrollment: 309
Forest Brook Middle School - Historical enrollment by grade
Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 437 (48.3%)
School: | 48.3% |
State: | 49.0% |
Male enrollment: 467 (51.7%)
Forest Brook Middle School: | 51.7% |
Texas: | 50.1% |
Forest Brook Middle School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 2 (0.2%)
Here: | 0.2% |
State: | 0.4% |
Hispanic enrollment: 275 (30.4%)
Forest Brook Middle School: | 30.4% |
State: | 46.9% |
Black enrollment: 622 (68.8%)
Forest Brook Middle School: | 68.8% |
State: | 11.6% |
White enrollment: 3 (0.3%)
Forest Brook Middle School: | 0.3% |
Texas: | 32.3% |
Two or More Races enrollment: 2 (0.2%)
Here: | 0.2% |
State: | 2.1% |
Forest Brook Middle School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 707 (78.2%)
School: | 78.2% |
State: | 61.6% |
Free lunch eligible students: 682 (75.4%)
Here: | 75.4% |
State: | 55.4% |
Reduced-price lunch eligible students: 25 (2.8%)
Forest Brook Middle School: | 2.8% |
Texas: | 6.2% |
Forest Brook Middle School - Lunch Program Eligibility
Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 54.4
Number of FTE teachers in their first year of teaching: 7
Number of FTE teachers in their second year of teaching: 9
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 52
Number of FTE nurses: 1
Student/Teacher Ratio
Number of FTE teachers in their first year of teaching: 7
Number of FTE teachers in their second year of teaching: 9
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 52
Number of FTE nurses: 1
Student/Teacher Ratio
Forest Brook Middle School: | 16.6 |
State: | 15.6 |
Forest Brook Middle School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,931,464
- Full-time Equivalency Count of Teachers: 52 (Salary Expenditures: $2,682,719)
- Full-time Equivalency Count of Instructional Aides: 31 (Salary Expenditures: $558,531)
- Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $69,234)
- Full-time Equivalency Count of School Administration Staff: 15 (Salary Expenditures: $620,980)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,567,953
- Salary Expenditures for Teachers: $3,227,069
- Full-time Equivalency Count of Instructional Aides: 38 (Salary Expenditures: $650,670)
- Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $69,234)
- Full-time Equivalency Count of School Administration Staff: 15 (Salary Expenditures: $620,980)
Limited English Proficiency:
Show data for
- Hispanic127
- Black4
- White2
- Multirace2
- IDEA13
Students Enrolled in LEP Programs
- Hispanic: 127 (male: 71, female: 56)
- Black: 4 (male: 2, female: 2)
- White: 2 (all male)
- Two or More Races: 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 13 (male: 8, female: 5)
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.
Students with disabilities served under IDEA: 115 (male: 83, female: 32)
Students with disabilities served under Section 504: 18 (male: 13, female: 5)
- Hispanic: 17 (male: 13, female: 4)
- Black: 98 (male: 70, female: 28)
- Limited English Proficiency (LEP): 11 (male: 7, female: 4)
Students with disabilities served under Section 504: 18 (male: 13, female: 5)
- Hispanic: 2 (all male)
- Black: 16 (male: 11, female: 5)
- Limited English Proficiency (LEP): 2 (all male)
Retention:
Show data for
(State average from 1,054 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: 7 (male: 5, female: 2)
Percent of 6th grade students retained
Total number of students retained in 7th grade: 8 (male: 4, female: 4)
Percent of 7th grade students retained
Total number of students retained in 8th grade: 2 (all male)
Percent of 8th grade students retained
- Black: 7 (male: 5, female: 2)
Percent of 6th grade students retained
School: | 2.4% |
State: | 6.3% |
Total number of students retained in 7th grade: 8 (male: 4, female: 4)
- Hispanic: 4 (male: 2, female: 2)
- Black: 4 (male: 2, female: 2)
Percent of 7th grade students retained
School: | 2.6% |
State: | 6.0% |
Total number of students retained in 8th grade: 2 (all male)
- Hispanic: 2
Percent of 8th grade students retained
Forest Brook Middle School: | 0.6% |
State: | 7.0% |
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.
Gifted and Talented Student Enrollment: 4 (all male)
Gifted and Talented Student Enrollment per 1,000 students
- Hispanic: 2
- Black: 2
- Limited English Proficiency (LEP): 2
Gifted and Talented Student Enrollment per 1,000 students
Forest Brook Middle School: | 4.4 |
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: 25
Algebra I # Answer Documents Submitted: 25
Algebra I Avg Items Correct:
Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 0%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 64%
6th Grade
Math students tested: 293
# Absent - Not Tested: 6
Math # Answer Documents Submitted: 299
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 49%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 1%
Reading students tested: 296
# Absent - Not Tested: 3
Reading # Answer Documents Submitted: 299
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 66%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 6%
Masters Grade Level Performance: 2%
7th Grade
Math students tested: 257
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 260
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 49%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 9%
Reading students tested: 258
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 259
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 57%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 8%
Masters Grade Level Performance: 6%
Writing students tested: 255
# Absent - Not Tested: 4
Writing # Answer Documents Submitted: 260
Writing Avg Items Correct:
Did Not Meet Grade Level Performance: 67%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 0%
8th Grade
Math students tested: 251
# Absent - Not Tested: 6
Math # Answer Documents Submitted: 282
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 3%
Reading students tested: 279
# Absent - Not Tested: 3
Reading # Answer Documents Submitted: 282
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 54%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 9%
Masters Grade Level Performance: 6%
Science students tested: 276
# Absent - Not Tested: 6
Science # Answer Documents Submitted: 282
Science Avg Items Correct:
Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 9%
Social Studies students tested: 278
# Absent - Not Tested: 4
Social Studies # Answer Documents Submitted: 282
Social Studies Avg Items Correct:
Did Not Meet Grade Level Performance: 61%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 7%
Masters Grade Level Performance: 4%
- All4,641
- Males4,584
- Females4,678
- Hispanic4,715
- Black4,599
Algebra I Average Scale Score
Algebra I Average Scale Score: | 4,641 |
Texas: | 4,001 |
Algebra I # Answer Documents Submitted: 25
Algebra I Avg Items Correct:
- Reporting Category 1: 8.5 (77%)
- Reporting Category 2: 10.1 (84%)
- Reporting Category 3: 11.2 (80%)
- Reporting Category 4: 9.2 (84%)
- Reporting Category 5: 5.4 (89%)
Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 0%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 64%
Males: (Average Scale Score: 4,584, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 50%, Masters: 50%)
Females: (Average Scale Score: 4,678, Tested: 15, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 27%, Masters: 73%)
Hispanic: (Average Scale Score: 4,715, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 11%, Masters: 89%)
Black: (Average Scale Score: 4,599, Tested: 16, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 50%, Masters: 50%)
6th Grade
- All1,548
- Males1,541
- Females1,554
- Hispanic1,567
- Black1,541
Math Average Scale Score
(6th Grade)
Math Average Scale Score: | 1,548 |
Texas: | 1,546 |
# Absent - Not Tested: 6
Math # Answer Documents Submitted: 299
Math Avg Items Correct:
- Reporting Category 1: 4.6 (46%)
- Reporting Category 2: 5.9 (40%)
- Reporting Category 3: 2.2 (36%)
- Reporting Category 4: 2.1 (30%)
Did Not Meet Grade Level Performance: 49%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 10%
Masters Grade Level Performance: 1%
Males: (Average Scale Score: 1,541, Tested: 150, Did Not Meet Grade Level Performance: 50%, Approaches: 42%, Meets: 8%, Masters: 0%)
Females: (Average Scale Score: 1,554, Tested: 143, Did Not Meet Grade Level Performance: 49%, Approaches: 36%, Meets: 12%, Masters: 3%)
Hispanic: (Average Scale Score: 1,567, Tested: 82, Did Not Meet Grade Level Performance: 35%, Approaches: 49%, Meets: 15%, Masters: 1%)
Black: (Average Scale Score: 1,541, Tested: 208, Did Not Meet Grade Level Performance: 55%, Approaches: 35%, Meets: 9%, Masters: 1%)
- All1,465
- Males1,443
- Females1,489
- Hispanic1,480
- Black1,460
Reading Average Scale Score
(6th Grade)
Reading Average Scale Score: | 1,465 |
State: | 1,457 |
# Absent - Not Tested: 3
Reading # Answer Documents Submitted: 299
Reading Avg Items Correct:
- Reporting Category 1: 3.6 (45%)
- Reporting Category 2: 9 (53%)
- Reporting Category 3: 6.2 (41%)
Did Not Meet Grade Level Performance: 66%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 6%
Masters Grade Level Performance: 2%
Males: (Average Scale Score: 1,443, Tested: 151, Did Not Meet Grade Level Performance: 75%, Approaches: 19%, Meets: 6%, Masters: 0%)
Females: (Average Scale Score: 1,489, Tested: 145, Did Not Meet Grade Level Performance: 57%, Approaches: 32%, Meets: 8%, Masters: 3%)
Hispanic: (Average Scale Score: 1,480, Tested: 82, Did Not Meet Grade Level Performance: 60%, Approaches: 27%, Meets: 12%, Masters: 1%)
Black: (Average Scale Score: 1,460, Tested: 211, Did Not Meet Grade Level Performance: 68%, Approaches: 25%, Meets: 5%, Masters: 2%)
7th Grade
- All1,602
- Males1,599
- Females1,604
- Hispanic1,605
- Black1,600
- White1,624
Math Average Scale Score
(7th Grade)
Math Average Scale Score: | 1,602 |
Texas: | 1,571 |
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 260
Math Avg Items Correct:
- Reporting Category 1: 2.8 (47%)
- Reporting Category 2: 6.8 (45%)
- Reporting Category 3: 5.6 (46%)
- Reporting Category 4: 2.6 (37%)
Did Not Meet Grade Level Performance: 49%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 9%
Males: (Average Scale Score: 1,599, Tested: 133, Did Not Meet Grade Level Performance: 50%, Approaches: 28%, Meets: 11%, Masters: 11%)
Females: (Average Scale Score: 1,604, Tested: 124, Did Not Meet Grade Level Performance: 48%, Approaches: 29%, Meets: 17%, Masters: 6%)
Hispanic: (Average Scale Score: 1,605, Tested: 96, Did Not Meet Grade Level Performance: 52%, Approaches: 24%, Meets: 15%, Masters: 9%)
Black: (Average Scale Score: 1,600, Tested: 154, Did Not Meet Grade Level Performance: 46%, Approaches: 33%, Meets: 13%, Masters: 8%)
White: (Average Scale Score: 1,624, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 0%, Meets: 20%, Masters: 20%)
- All1,547
- Males1,539
- Females1,556
- Hispanic1,545
- Black1,550
- White1,557
Reading Average Scale Score
(7th Grade)
Reading Average Scale Score: | 1,547 |
State: | 1,550 |
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 259
Reading Avg Items Correct:
- Reporting Category 1: 4 (50%)
- Reporting Category 2: 9 (50%)
- Reporting Category 3: 7.8 (49%)
Did Not Meet Grade Level Performance: 57%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 8%
Masters Grade Level Performance: 6%
Males: (Average Scale Score: 1,539, Tested: 133, Did Not Meet Grade Level Performance: 62%, Approaches: 26%, Meets: 7%, Masters: 5%)
Females: (Average Scale Score: 1,556, Tested: 125, Did Not Meet Grade Level Performance: 51%, Approaches: 33%, Meets: 9%, Masters: 7%)
Hispanic: (Average Scale Score: 1,545, Tested: 96, Did Not Meet Grade Level Performance: 65%, Approaches: 21%, Meets: 4%, Masters: 10%)
Black: (Average Scale Score: 1,550, Tested: 155, Did Not Meet Grade Level Performance: 52%, Approaches: 34%, Meets: 10%, Masters: 4%)
White: (Average Scale Score: 1,557, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 40%, Meets: 20%, Masters: 0%)
- All3,345
- Males3,254
- Females3,446
- Hispanic3,303
- Black3,379
Writing Average Scale Score
(7th Grade)
Writing Average Scale Score: | 3,345 |
State: | 3,515 |
# Absent - Not Tested: 4
Writing # Answer Documents Submitted: 260
Writing Avg Items Correct:
- Reporting Category 1: 6.4 (40%)
- Reporting Category 2: 6.5 (50%)
- Reporting Category 3: 9 (53%)
Did Not Meet Grade Level Performance: 67%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 0%
Males: (Average Scale Score: 3,254, Tested: 134, Did Not Meet Grade Level Performance: 75%, Approaches: 18%, Meets: 7%, Masters: 0%)
Females: (Average Scale Score: 3,446, Tested: 121, Did Not Meet Grade Level Performance: 58%, Approaches: 27%, Meets: 14%, Masters: 1%)
Hispanic: (Average Scale Score: 3,303, Tested: 97, Did Not Meet Grade Level Performance: 72%, Approaches: 17%, Meets: 10%, Masters: 1%)
Black: (Average Scale Score: 3,379, Tested: 153, Did Not Meet Grade Level Performance: 63%, Approaches: 26%, Meets: 11%, Masters: 0%)
8th Grade
- All1,638
- Males1,628
- Females1,647
- Hispanic1,641
- Black1,636
Math Average Scale Score
(8th Grade)
Math Average Scale Score: | 1,638 |
Texas: | 1,539 |
# Absent - Not Tested: 6
Math # Answer Documents Submitted: 282
Math Avg Items Correct:
- Reporting Category 1: 2.1 (53%)
- Reporting Category 2: 8.7 (55%)
- Reporting Category 3: 7.6 (50%)
- Reporting Category 4: 3.6 (52%)
Did Not Meet Grade Level Performance: 35%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 3%
Males: (Average Scale Score: 1,628, Tested: 123, Did Not Meet Grade Level Performance: 41%, Approaches: 38%, Meets: 17%, Masters: 4%)
Females: (Average Scale Score: 1,647, Tested: 128, Did Not Meet Grade Level Performance: 30%, Approaches: 42%, Meets: 26%, Masters: 2%)
Hispanic: (Average Scale Score: 1,641, Tested: 80, Did Not Meet Grade Level Performance: 31%, Approaches: 45%, Meets: 20%, Masters: 4%)
Black: (Average Scale Score: 1,636, Tested: 167, Did Not Meet Grade Level Performance: 38%, Approaches: 37%, Meets: 23%, Masters: 2%)
- All1,584
- Males1,569
- Females1,597
- Hispanic1,577
- Black1,586
Reading Average Scale Score
(8th Grade)
Reading Average Scale Score: | 1,584 |
State: | 1,561 |
# Absent - Not Tested: 3
Reading # Answer Documents Submitted: 282
Reading Avg Items Correct:
- Reporting Category 1: 4.5 (56%)
- Reporting Category 2: 10.9 (57%)
- Reporting Category 3: 8.5 (50%)
Did Not Meet Grade Level Performance: 54%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 9%
Masters Grade Level Performance: 6%
Males: (Average Scale Score: 1,569, Tested: 134, Did Not Meet Grade Level Performance: 60%, Approaches: 27%, Meets: 9%, Masters: 4%)
Females: (Average Scale Score: 1,597, Tested: 145, Did Not Meet Grade Level Performance: 48%, Approaches: 35%, Meets: 8%, Masters: 9%)
Hispanic: (Average Scale Score: 1,577, Tested: 90, Did Not Meet Grade Level Performance: 58%, Approaches: 25%, Meets: 13%, Masters: 4%)
Black: (Average Scale Score: 1,586, Tested: 185, Did Not Meet Grade Level Performance: 53%, Approaches: 32%, Meets: 8%, Masters: 7%)
- All3,709
- Males3,712
- Females3,706
- Hispanic3,746
- Black3,693
Science Average Scale Score
(8th Grade)
Science Average Scale Score: | 3,709 |
State: | 3,634 |
# Absent - Not Tested: 6
Science # Answer Documents Submitted: 282
Science Avg Items Correct:
- Reporting Category 1: 6.7 (61%)
- Reporting Category 2: 5.5 (61%)
- Reporting Category 3: 6.2 (57%)
- Reporting Category 4: 6.3 (57%)
Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 9%
Males: (Average Scale Score: 3,712, Tested: 130, Did Not Meet Grade Level Performance: 38%, Approaches: 26%, Meets: 24%, Masters: 12%)
Females: (Average Scale Score: 3,706, Tested: 146, Did Not Meet Grade Level Performance: 34%, Approaches: 36%, Meets: 22%, Masters: 8%)
Hispanic: (Average Scale Score: 3,746, Tested: 88, Did Not Meet Grade Level Performance: 33%, Approaches: 28%, Meets: 26%, Masters: 13%)
Black: (Average Scale Score: 3,693, Tested: 183, Did Not Meet Grade Level Performance: 36%, Approaches: 33%, Meets: 23%, Masters: 8%)
- All3,421
- Males3,423
- Females3,418
- Hispanic3,386
- Black3,436
Social Studies Average Scale Score
(8th Grade)
Social Studies Average Scale Score: | 3,421 |
Texas: | 3,461 |
# Absent - Not Tested: 4
Social Studies # Answer Documents Submitted: 282
Social Studies Avg Items Correct:
- Reporting Category 1: 7.6 (45%)
- Reporting Category 2: 4.7 (47%)
- Reporting Category 3: 4.9 (49%)
- Reporting Category 4: 3 (42%)
Did Not Meet Grade Level Performance: 61%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 7%
Masters Grade Level Performance: 4%
Males: (Average Scale Score: 3,423, Tested: 132, Did Not Meet Grade Level Performance: 61%, Approaches: 25%, Meets: 7%, Masters: 7%)
Females: (Average Scale Score: 3,418, Tested: 146, Did Not Meet Grade Level Performance: 62%, Approaches: 29%, Meets: 7%, Masters: 2%)
Hispanic: (Average Scale Score: 3,386, Tested: 88, Did Not Meet Grade Level Performance: 63%, Approaches: 28%, Meets: 8%, Masters: 2%)
Black: (Average Scale Score: 3,436, Tested: 185, Did Not Meet Grade Level Performance: 61%, Approaches: 28%, Meets: 6%, Masters: 5%)
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 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.
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: 105
Incidents of possession of a firearm or explosive device: 1
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: 105
Incidents of possession of a firearm or explosive device: 1
Total incidents per 1,000 students
School: | 117.3 |
Texas: | 38.0 |
Referrals and Arrests:
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(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.
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: 6 (male: 4, female: 2)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Students without disabilities who received a school-related arrest: 6 (male: 4, female: 2)
Students without disabilities who received a school-related arrest per 1,000 students
Students with disabilities who were referred to a law enforcement agency or official: 6 (male: 4, female: 2)
Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Students with disabilities who received a school-related arrest: 6 (male: 4, female: 2)
Students with disabilities who received a school-related arrest per 1,000 students
- Hispanic: 2 (all male)
- Black: 4 (male: 2, female: 2)
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
School: | 6.6 |
Texas: | 17.4 |
Students without disabilities who received a school-related arrest: 6 (male: 4, female: 2)
- Hispanic: 2 (all male)
- Black: 4 (male: 2, female: 2)
Students without disabilities who received a school-related arrest per 1,000 students
Forest Brook Middle School: | 6.6 |
State: | 13.1 |
- Hispanic2
- Black4
- LEP2
- 5042
Students with disabilities who were referred to a law enforcement agency or official
- Hispanic: 2 (all male)
- Black: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
- Section 504: 2 (all male)
Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
School: | 6.6 |
Texas: | 5.4 |
- Hispanic2
- Black4
- LEP2
- 5042
Students with disabilities who received a school-related arrest
- Hispanic: 2 (all male)
- Black: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
- Section 504: 2 (all male)
Students with disabilities who received a school-related arrest per 1,000 students
Forest Brook Middle School: | 6.6 |
State: | 4.1 |
Harassment & Bullying:
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(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 race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
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 race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Allegations of harassment or bullying on the basis of sex: 4
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
Allegations of harassment or bullying on the basis of race, color, or national origin: 7
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 4 (male: 2, female: 2)
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 male)Forest Brook Middle School: | 4.4 |
State: | 4.1 |
- White: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
- Black: 2
- Individuals With Disabilities Education Act (IDEA): 2
Allegations of harassment or bullying on the basis of race, color, or national origin: 7
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (male: 2, female: 2)Forest Brook Middle School: | 7.7 |
Texas: | 1.9 |
- Black: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 4 (male: 2, female: 2)
- Black: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Chronic Student Absenteeismt:
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(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.
- Hispanic58
- Black214
- White2
- Multirace2
- LEP25
- IDEA43
- 50410
Chronic Student Absenteeism
- Hispanic: 58 (male: 32, female: 26)
- Black: 214 (male: 110, female: 104)
- White: 2 (all male)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 25 (male: 14, female: 11)
- Individuals With Disabilities Education Act (IDEA): 43 (male: 29, female: 14)
- Section 504: 10 (male: 8, female: 2)
Chronic Student Absenteeism per 1,000 students
Here: | 305.3 |
Texas: | 147.9 |
Suspensions:
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(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).
- Hispanic206
- Black1,041
- White11
- LEP104
- IDEA197
- 50443
School days missed due to out-of-school suspension
- Hispanic: 206 (male: 148, female: 58)
- Black: 1,041 (male: 629, female: 412)
- White: 11 (all male)
- Limited English Proficiency (LEP): 104 (male: 87, female: 17)
- Individuals With Disabilities Education Act (IDEA): 197 (male: 133, female: 64)
- Section 504: 43 (male: 31, female: 12)
Instances of out-of-school suspension (Students without disabilities): 499
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Forest Brook Middle School: | 552.0 |
Texas: | 102.7 |
- Hispanic46
- Black217
- White2
- Multirace2
- LEP25
Students without disabilities receiving one or more in-school suspension
- Hispanic: 46 (male: 29, female: 17)
- Black: 217 (male: 113, female: 104)
- White: 2 (all male)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 25 (male: 20, female: 5)
Students without disabilities receiving only one out-of-school suspension: 131 (male: 85, female: 46)
- Hispanic: 28 (male: 17, female: 11)
- Black: 103 (male: 68, female: 35)
- Limited English Proficiency (LEP): 10 (male: 8, female: 2)
- Hispanic34
- Black76
- White2
- LEP13
Students without disabilities receiving more than one out-of-school suspension
- Hispanic: 34 (male: 17, female: 17)
- Black: 76 (male: 38, female: 38)
- White: 2 (all male)
- Limited English Proficiency (LEP): 13 (male: 11, female: 2)
Instances of out-of-school suspension (Students with disabilities): 96
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Here: | 106.2 |
Texas: | 27.5 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
School: | 22.1 |
Texas: | 12.0 |
- Hispanic5
- Black85
- LEP5
- 50419
Students with disabilities receiving one or more in-school suspension
- Hispanic: 5 (all male)
- Black: 85 (male: 56, female: 29)
- Limited English Proficiency (LEP): 5 (all male)
- Section 504: 19 (male: 11, female: 8)
- Hispanic2
- Black28
- LEP2
- 5045
Students with disabilities receiving only one out-of-school suspension
- Hispanic: 2 (all male)
- Black: 28 (male: 26, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
- Section 504: 5 (all male)
Students with disabilities receiving more than one out-of-school suspension: 19 (male: 11, female: 8)
- Black: 19 (male: 11, female: 8)
- Section 504: 7 (male: 5, female: 2)
Expulsions:
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(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: 2 (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
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Students without Disabilities who received an expulsion with educational services per 1,000 students
Here: | 2.2 |
Texas: | 32.9 |
Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Here: | 2.2 |
State: | 2.0 |
Classes & Courses
Algebra I:
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(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.
8th grade student enrollment in Algebra I: 44 (male: 25, female: 19)
- Hispanic: 19 (male: 11, female: 8)
- Black: 25 (male: 14, female: 11)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Hispanic: 17 (male: 10, female: 7)
- Black: 20 (male: 10, female: 10)
Percent of 8th grade students who passed
Here: | 84.1% |
State: | 87.0% |
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