Harmony Science Academy (San Antonio) School in San Antonio, TX
(06-12 • Public • Regular School)
City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 65
- Address
- 8505 LAKESIDE PKWY
San Antonio, TX 78245
- Telephone
- (210) 674-7788
(make sure to verify first before calling)
- Website
- http://www.hsasa.org
- City-data.com school rating
- 65
- Students
- 651
- Classroom Teachers (FTE)
- 47.5
- Free lunch eligible students
- 376
- Reduced-price lunch
eligible students - 64
- School district
- HARMONY SCIENCE ACAD (SAN ANTONIO)
- Charter school
- Yes
- Charter authorizer name
- STATE BOARD OF (#000001)
- 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:
Harmony Science Academy (San Antonio) School: | 65 |
HATCHETT EL (1.0 miles): | 56 |
HARMONY SCHOOL OF EXCELLENCE - SAN ANTONIO (1.3 miles): | 52 |
LIGHTHOUSE CHARTER SCHOOL - B CAMPUS (1.4 miles): | 47 |
JAY H S (1.0 miles): | 44 |
HULL EL (1.5 miles): | 36 |
PEASE MIDDLE (1.2 miles): | 32 |
MEADOW VILLAGE EL (0.7 miles): | 25 |
GLENN EL (1.7 miles): | 21 |
Harmony Science Academy (San Antonio) School rating compared to average state, county and city schools ratings:
Texas: | 54 |
Bexar County: | 48 |
San Antonio: | 48 |
This School: | 65 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 651
Enrollment in 2015: 902
Enrollment in 2014: 899
Enrollment in 2013: 882
Enrollment in 2012: 721
Enrollment in 2011: 727
Enrollment in 2010: 768
Enrollment in 2009: 585
Enrollment in 2008: 371
Enrollment in 2007: 301
Enrollment in 2015: 902
Enrollment in 2014: 899
Enrollment in 2013: 882
Enrollment in 2012: 721
Enrollment in 2011: 727
Enrollment in 2010: 768
Enrollment in 2009: 585
Enrollment in 2008: 371
Enrollment in 2007: 301
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G06 | G07 | G08 | G09 | G10 | G11 | G12 | Total |
---|---|---|---|---|---|---|---|---|
All students | 130 | 105 | 110 | 115 | 89 | 53 | 49 | 651 |
Female students | 54 | 54 | 57 | 57 | 48 | 28 | 19 | 317 |
Male students | 76 | 51 | 53 | 58 | 41 | 25 | 30 | 334 |
American Indian/Alaska Native students | - | - | - | 1 | - | 1 | - | 2 |
Asian students | 1 | 3 | 1 | 3 | 4 | 3 | 1 | 16 |
Hispanic students | 100 | 82 | 82 | 85 | 58 | 40 | 38 | 485 |
Black students | 10 | 7 | 11 | 11 | 5 | 3 | 5 | 52 |
White students | 17 | 10 | 14 | 13 | 22 | 4 | 4 | 84 |
Hawaiian Native/Pacific Islander students | - | - | - | 1 | - | 1 | - | 2 |
Two or More Races students | 2 | 3 | 2 | 1 | - | 1 | 1 | 10 |
Enrollment by grade:
6th grade enrollment: 130
7th grade enrollment: 105
8th grade enrollment: 110
9th grade enrollment: 115
10th grade enrollment: 89
11th grade enrollment: 53
12th grade enrollment: 49
7th grade enrollment: 105
8th grade enrollment: 110
9th grade enrollment: 115
10th grade enrollment: 89
11th grade enrollment: 53
12th grade enrollment: 49
Harmony Science Academy (San Antonio) School - Historical enrollment by grade
Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 317 (48.7%)
Harmony Science Academy (San Antonio) School: | 48.7% |
Texas: | 49.0% |
Male enrollment: 334 (51.3%)
Here: | 51.3% |
State: | 50.1% |
Harmony Science Academy (San Antonio) School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 2 (0.3%)
Here: | 0.3% |
State: | 0.4% |
Asian enrollment: 16 (2.5%)
Harmony Science Academy (San Antonio) School: | 2.5% |
Texas: | 3.1% |
Hispanic enrollment: 485 (74.5%)
School: | 74.5% |
Texas: | 46.9% |
Black enrollment: 52 (8.0%)
Harmony Science Academy (San Antonio) School: | 8.0% |
Texas: | 11.6% |
White enrollment: 84 (12.9%)
Harmony Science Academy (San Antonio) School: | 12.9% |
State: | 32.3% |
Hawaiian Native/Pacific Islander enrollment: 2 (0.3%)
School: | 0.3% |
Texas: | 0.1% |
Two or More Races enrollment: 10 (1.5%)
Harmony Science Academy (San Antonio) School: | 1.5% |
Texas: | 2.1% |
Harmony Science Academy (San Antonio) School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 440 (67.6%)
Harmony Science Academy (San Antonio) School: | 67.6% |
State: | 61.6% |
Free lunch eligible students: 376 (57.8%)
School: | 57.8% |
Texas: | 55.4% |
Reduced-price lunch eligible students: 64 (9.8%)
School: | 9.8% |
Texas: | 6.2% |
Harmony Science Academy (San Antonio) School - Lunch Program Eligibility
Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 47.5
Number of FTE teachers in their first year of teaching: 21
Number of FTE teachers in their second year of teaching: 5
Number of FTE teachers who were absent more than 10 school days during the school years: 1
Student/Teacher Ratio
Number of FTE teachers in their first year of teaching: 21
Number of FTE teachers in their second year of teaching: 5
Number of FTE teachers who were absent more than 10 school days during the school years: 1
Student/Teacher Ratio
Here: | 13.7 |
Texas: | 15.6 |
Harmony Science Academy (San Antonio) School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,512,067
- Full-time Equivalency Count of Teachers: 55 (Salary Expenditures: $2,974,317)
- Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $44,000)
- Full-time Equivalency Count of School Administration Staff: 8 (Salary Expenditures: $493,750)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,512,067
- Salary Expenditures for Teachers: $2,974,317
- Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $44,000)
- Full-time Equivalency Count of School Administration Staff: 8 (Salary Expenditures: $493,750)
Limited English Proficiency:
Show data for
- Hispanic52
- Asian2
- Black2
- White4
- IDEA4
Students Enrolled in LEP Programs
- Hispanic: 52 (male: 29, female: 23)
- Asian: 2 (all female)
- Black: 2 (all female)
- White: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, 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.
Students with disabilities served under IDEA: 24 (male: 17, female: 7)
Students with disabilities served under Section 504: 32 (male: 22, female: 10)
- Hispanic: 20 (male: 13, female: 7)
- Black: 4 (all male)
- Limited English Proficiency (LEP): 4 (all male)
- Hispanic22
- Asian2
- Black2
- White4
- Multirace2
- LEP2
Students with disabilities served under Section 504
- Hispanic: 22 (male: 14, female: 8)
- Asian: 2 (all male)
- Black: 2 (all male)
- White: 4 (male: 2, female: 2)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 2 (all male)
Retention:
Show data for
(State average from 1,124 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 2nd grade: 2 (all female)
Total number of students retained in 3rd grade: 4 (male: 2, female: 2)
Total number of students retained in 4th grade: 4 (all male)
Total number of students retained in 7th grade: 2 (all male)
Percent of 7th grade students retained
Total number of students retained in 9th grade: 11 (male: 5, female: 6)
Percent of 9th grade students retained
Total number of students retained in 10th grade: 4 (male: 2, female: 2)
Percent of 10th grade students retained
Total number of students retained in 11th grade: 2 (all female)
Percent of 11th grade students retained
- Hispanic: 2
Total number of students retained in 3rd grade: 4 (male: 2, female: 2)
- Hispanic: 4 (male: 2, female: 2)
Total number of students retained in 4th grade: 4 (all male)
- Hispanic: 2
- Black: 2
Total number of students retained in 7th grade: 2 (all male)
- Hispanic: 2
Percent of 7th grade students retained
Here: | 1.9% |
Texas: | 6.1% |
- Hispanic7
- Black2
- White2
- 5042
Total number of students retained in 9th grade
- Hispanic: 7 (male: 5, female: 2)
- Black: 2 (all female)
- White: 2 (all female)
- Section 504: 2 (all male)
Percent of 9th grade students retained
Here: | 9.6% |
Texas: | 20.6% |
Total number of students retained in 10th grade: 4 (male: 2, female: 2)
- Hispanic: 4 (male: 2, female: 2)
Percent of 10th grade students retained
School: | 4.5% |
State: | 17.4% |
Total number of students retained in 11th grade: 2 (all female)
- Hispanic: 2
Percent of 11th grade students retained
Here: | 3.8% |
State: | 13.7% |
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
- Asian2
- Black4
- White7
Gifted and Talented Student Enrollment
- Hispanic: 19 (male: 11, female: 8)
- Asian: 2 (all male)
- Black: 4 (male: 2, female: 2)
- White: 7 (male: 5, female: 2)
Gifted and Talented Student Enrollment per 1,000 students
Here: | 49.2 |
Texas: | 79.4 |
Dual Enrollment:
(State average from 1,381 schools)
This school has students in grades 9-12 enrolled in a dual enrollment / dual credit program
Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school.These programs are for high school - enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework.For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.
Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school.These programs are for high school - enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework.For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.
- Hispanic7
- Asian2
- Black2
- White2
- Multirace2
Dual Enrollment
- Hispanic: 7 (male: 2, female: 5)
- Asian: 2 (all male)
- Black: 2 (all female)
- White: 2 (all male)
- Two or More Races: 2 (all male)
Dual Enrollment per 1,000 students
Here: | 23.0 |
Texas: | 133.0 |
Statewide Student Assessments
State of Texas Assessments of Academic Readiness:
Show data for
(State average from 4,414 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: 110
Algebra I # Answer Documents Submitted: 114
Algebra I Avg Items Correct:
Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 42%
Biology students tested: 118
Biology # Answer Documents Submitted: 119
Biology Avg Items Correct:
Did Not Meet Grade Level Performance: 12%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 35%
Masters Grade Level Performance: 21%
English I students tested: 127
English I # Answer Documents Submitted: 129
English I Avg Items Correct:
Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 17%
Meets Grade Level Performance: 48%
Masters Grade Level Performance: 9%
English II students tested: 109
English II # Answer Documents Submitted: 110
English II Avg Items Correct:
Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 12%
Meets Grade Level Performance: 53%
Masters Grade Level Performance: 8%
U.S. History students tested: 94
U.S. History # Answer Documents Submitted: 95
U.S. History Avg Items Correct:
Did Not Meet Grade Level Performance: 5%
Approaches Grade Level Performance: 12%
Meets Grade Level Performance: 34%
Masters Grade Level Performance: 49%
6th Grade
Math students tested: 124
Math # Answer Documents Submitted: 124
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 34%
Masters Grade Level Performance: 19%
Reading students tested: 123
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 124
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 43%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 10%
7th Grade
Math students tested: 121
Math # Answer Documents Submitted: 123
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 27%
Reading students tested: 123
Reading # Answer Documents Submitted: 123
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 25%
Writing students tested: 122
Writing # Answer Documents Submitted: 122
Writing Avg Items Correct:
Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 8%
8th Grade
Math students tested: 99
Math # Answer Documents Submitted: 121
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 37%
Masters Grade Level Performance: 27%
Reading students tested: 121
Reading # Answer Documents Submitted: 121
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 30%
Science students tested: 121
Science # Answer Documents Submitted: 121
Science Avg Items Correct:
Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 24%
Social Studies students tested: 121
Social Studies # Answer Documents Submitted: 121
Social Studies Avg Items Correct:
Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 3%
- All4,283
- Males4,379
- Females4,154
- Hispanic4,302
- Black4,274
- White4,273
Algebra I Average Scale Score
Algebra I Average Scale Score: | 4,283 |
Texas: | 4,001 |
Algebra I # Answer Documents Submitted: 114
Algebra I Avg Items Correct:
- Reporting Category 1: 6.8 (62%)
- Reporting Category 2: 8.3 (69%)
- Reporting Category 3: 9.9 (70%)
- Reporting Category 4: 7.4 (67%)
- Reporting Category 5: 4.3 (72%)
Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 42%
Males: (Average Scale Score: 4,379, Tested: 63, Did Not Meet Grade Level Performance: 8%, Approaches: 27%, Meets: 16%, Masters: 49%)
Females: (Average Scale Score: 4,154, Tested: 47, Did Not Meet Grade Level Performance: 11%, Approaches: 32%, Meets: 25%, Masters: 32%)
Hispanic: (Average Scale Score: 4,302, Tested: 84, Did Not Meet Grade Level Performance: 7%, Approaches: 31%, Meets: 19%, Masters: 43%)
Black: (Average Scale Score: 4,274, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 28%, Meets: 0%, Masters: 43%)
White: (Average Scale Score: 4,273, Tested: 16, Did Not Meet Grade Level Performance: 6%, Approaches: 19%, Meets: 31%, Masters: 44%)
- All4,106
- Males4,176
- Females4,026
- Hispanic4,069
- Black3,906
- White4,193
Biology Average Scale Score
Biology Average Scale Score: | 4,106 |
State: | 3,772 |
Biology # Answer Documents Submitted: 119
Biology Avg Items Correct:
- Reporting Category 1: 6.6 (60%)
- Reporting Category 2: 6.8 (61%)
- Reporting Category 3: 6.3 (63%)
- Reporting Category 4: 7.4 (67%)
- Reporting Category 5: 7.1 (64%)
Did Not Meet Grade Level Performance: 12%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 35%
Masters Grade Level Performance: 21%
Males: (Average Scale Score: 4,176, Tested: 63, Did Not Meet Grade Level Performance: 10%, Approaches: 27%, Meets: 39%, Masters: 24%)
Females: (Average Scale Score: 4,026, Tested: 55, Did Not Meet Grade Level Performance: 15%, Approaches: 38%, Meets: 29%, Masters: 18%)
Hispanic: (Average Scale Score: 4,069, Tested: 90, Did Not Meet Grade Level Performance: 12%, Approaches: 34%, Meets: 36%, Masters: 18%)
Black: (Average Scale Score: 3,906, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 20%, Meets: 20%, Masters: 20%)
White: (Average Scale Score: 4,193, Tested: 18, Did Not Meet Grade Level Performance: 6%, Approaches: 33%, Meets: 33%, Masters: 28%)
- All4,078
- Males4,059
- Females4,100
- Hispanic4,058
- Asian4,454
- Black3,760
- White4,210
English I Average Scale Score
English I Average Scale Score: | 4,078 |
State: | 3,637 |
English I # Answer Documents Submitted: 129
English I Avg Items Correct:
- Reporting Category 1: 6 (75%)
- Reporting Category 2: 9.4 (73%)
- Reporting Category 3: 8.7 (67%)
- Reporting Category 4: 9.3 (58%)
- Reporting Category 5: 6.2 (69%)
- Reporting Category 6: 6.9 (77%)
Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 17%
Meets Grade Level Performance: 48%
Masters Grade Level Performance: 9%
Males: (Average Scale Score: 4,059, Tested: 69, Did Not Meet Grade Level Performance: 28%, Approaches: 11%, Meets: 55%, Masters: 6%)
Females: (Average Scale Score: 4,100, Tested: 58, Did Not Meet Grade Level Performance: 24%, Approaches: 23%, Meets: 41%, Masters: 12%)
Hispanic: (Average Scale Score: 4,058, Tested: 97, Did Not Meet Grade Level Performance: 27%, Approaches: 17%, Meets: 49%, Masters: 7%)
Asian: (Average Scale Score: 4,454, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 80%, Masters: 20%)
Black: (Average Scale Score: 3,760, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 28%, Meets: 29%, Masters: 0%)
White: (Average Scale Score: 4,210, Tested: 17, Did Not Meet Grade Level Performance: 24%, Approaches: 11%, Meets: 47%, Masters: 18%)
- All4,062
- Males3,965
- Females4,142
- Hispanic4,082
- Black3,958
- White4,108
English II Average Scale Score
English II Average Scale Score: | 4,062 |
State: | 3,718 |
English II # Answer Documents Submitted: 110
English II Avg Items Correct:
- Reporting Category 1: 5.8 (72%)
- Reporting Category 2: 8.8 (68%)
- Reporting Category 3: 9.7 (74%)
- Reporting Category 4: 9.6 (60%)
- Reporting Category 5: 6.8 (76%)
- Reporting Category 6: 6.4 (71%)
Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 12%
Meets Grade Level Performance: 53%
Masters Grade Level Performance: 8%
Males: (Average Scale Score: 3,965, Tested: 49, Did Not Meet Grade Level Performance: 33%, Approaches: 16%, Meets: 47%, Masters: 4%)
Females: (Average Scale Score: 4,142, Tested: 60, Did Not Meet Grade Level Performance: 22%, Approaches: 8%, Meets: 58%, Masters: 12%)
Hispanic: (Average Scale Score: 4,082, Tested: 84, Did Not Meet Grade Level Performance: 25%, Approaches: 14%, Meets: 51%, Masters: 10%)
Black: (Average Scale Score: 3,958, Tested: 9, Did Not Meet Grade Level Performance: 33%, Approaches: 0%, Meets: 56%, Masters: 11%)
White: (Average Scale Score: 4,108, Tested: 11, Did Not Meet Grade Level Performance: 27%, Approaches: 0%, Meets: 73%, Masters: 0%)
- All4,375
- Males4,423
- Females4,333
- Hispanic4,345
- Black4,364
- White4,618
U.S. History Average Scale Score
U.S. History Average Scale Score: | 4,375 |
Texas: | 3,953 |
U.S. History # Answer Documents Submitted: 95
U.S. History Avg Items Correct:
- Reporting Category 1: 21.9 (73%)
- Reporting Category 2: 9.6 (80%)
- Reporting Category 3: 7 (70%)
- Reporting Category 4: 12.2 (77%)
Did Not Meet Grade Level Performance: 5%
Approaches Grade Level Performance: 12%
Meets Grade Level Performance: 34%
Masters Grade Level Performance: 49%
Males: (Average Scale Score: 4,423, Tested: 44, Did Not Meet Grade Level Performance: 5%, Approaches: 6%, Meets: 37%, Masters: 52%)
Females: (Average Scale Score: 4,333, Tested: 50, Did Not Meet Grade Level Performance: 6%, Approaches: 16%, Meets: 32%, Masters: 46%)
Hispanic: (Average Scale Score: 4,345, Tested: 71, Did Not Meet Grade Level Performance: 4%, Approaches: 11%, Meets: 39%, Masters: 46%)
Black: (Average Scale Score: 4,364, Tested: 11, Did Not Meet Grade Level Performance: 18%, Approaches: 18%, Meets: 9%, Masters: 55%)
White: (Average Scale Score: 4,618, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 12%, Meets: 25%, Masters: 63%)
6th Grade
- All1,659
- Males1,641
- Females1,685
- Hispanic1,651
- Black1,667
- White1,675
Math Average Scale Score
(6th Grade)
Math Average Scale Score: | 1,659 |
Texas: | 1,546 |
Math # Answer Documents Submitted: 124
Math Avg Items Correct:
- Reporting Category 1: 5.9 (59%)
- Reporting Category 2: 8.7 (58%)
- Reporting Category 3: 3.8 (63%)
- Reporting Category 4: 4.2 (59%)
Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 34%
Masters Grade Level Performance: 19%
Males: (Average Scale Score: 1,641, Tested: 74, Did Not Meet Grade Level Performance: 18%, Approaches: 33%, Meets: 35%, Masters: 14%)
Females: (Average Scale Score: 1,685, Tested: 50, Did Not Meet Grade Level Performance: 12%, Approaches: 28%, Meets: 34%, Masters: 26%)
Hispanic: (Average Scale Score: 1,651, Tested: 74, Did Not Meet Grade Level Performance: 16%, Approaches: 34%, Meets: 34%, Masters: 16%)
Black: (Average Scale Score: 1,667, Tested: 12, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 25%, Masters: 25%)
White: (Average Scale Score: 1,675, Tested: 36, Did Not Meet Grade Level Performance: 11%, Approaches: 28%, Meets: 39%, Masters: 22%)
- All1,544
- Males1,516
- Females1,584
- Hispanic1,534
- Black1,511
- White1,574
Reading Average Scale Score
(6th Grade)
Reading Average Scale Score: | 1,544 |
State: | 1,457 |
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 124
Reading Avg Items Correct:
- Reporting Category 1: 4.7 (59%)
- Reporting Category 2: 11.3 (67%)
- Reporting Category 3: 8 (54%)
Did Not Meet Grade Level Performance: 43%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 10%
Males: (Average Scale Score: 1,516, Tested: 73, Did Not Meet Grade Level Performance: 52%, Approaches: 27%, Meets: 16%, Masters: 5%)
Females: (Average Scale Score: 1,584, Tested: 50, Did Not Meet Grade Level Performance: 30%, Approaches: 34%, Meets: 20%, Masters: 16%)
Hispanic: (Average Scale Score: 1,534, Tested: 73, Did Not Meet Grade Level Performance: 47%, Approaches: 32%, Meets: 14%, Masters: 7%)
Black: (Average Scale Score: 1,511, Tested: 12, Did Not Meet Grade Level Performance: 58%, Approaches: 9%, Meets: 25%, Masters: 8%)
White: (Average Scale Score: 1,574, Tested: 36, Did Not Meet Grade Level Performance: 31%, Approaches: 33%, Meets: 19%, Masters: 17%)
7th Grade
- All1,692
- Males1,702
- Females1,677
- Hispanic1,685
- Black1,677
- White1,724
Math Average Scale Score
(7th Grade)
Math Average Scale Score: | 1,692 |
State: | 1,571 |
Math # Answer Documents Submitted: 123
Math Avg Items Correct:
- Reporting Category 1: 4.1 (68%)
- Reporting Category 2: 9.2 (62%)
- Reporting Category 3: 6.6 (55%)
- Reporting Category 4: 4.1 (58%)
Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 27%
Males: (Average Scale Score: 1,702, Tested: 71, Did Not Meet Grade Level Performance: 20%, Approaches: 24%, Meets: 26%, Masters: 30%)
Females: (Average Scale Score: 1,677, Tested: 50, Did Not Meet Grade Level Performance: 26%, Approaches: 32%, Meets: 18%, Masters: 24%)
Hispanic: (Average Scale Score: 1,685, Tested: 82, Did Not Meet Grade Level Performance: 24%, Approaches: 25%, Meets: 27%, Masters: 24%)
Black: (Average Scale Score: 1,677, Tested: 8, Did Not Meet Grade Level Performance: 25%, Approaches: 25%, Meets: 25%, Masters: 25%)
White: (Average Scale Score: 1,724, Tested: 26, Did Not Meet Grade Level Performance: 15%, Approaches: 35%, Meets: 12%, Masters: 38%)
- All1,655
- Males1,641
- Females1,676
- Hispanic1,653
- Black1,665
- White1,638
Reading Average Scale Score
(7th Grade)
Reading Average Scale Score: | 1,655 |
State: | 1,550 |
Reading # Answer Documents Submitted: 123
Reading Avg Items Correct:
- Reporting Category 1: 5.5 (68%)
- Reporting Category 2: 12.1 (67%)
- Reporting Category 3: 10.7 (67%)
Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 25%
Males: (Average Scale Score: 1,641, Tested: 73, Did Not Meet Grade Level Performance: 25%, Approaches: 26%, Meets: 27%, Masters: 22%)
Females: (Average Scale Score: 1,676, Tested: 50, Did Not Meet Grade Level Performance: 20%, Approaches: 30%, Meets: 20%, Masters: 30%)
Hispanic: (Average Scale Score: 1,653, Tested: 82, Did Not Meet Grade Level Performance: 26%, Approaches: 28%, Meets: 20%, Masters: 26%)
Black: (Average Scale Score: 1,665, Tested: 10, Did Not Meet Grade Level Performance: 10%, Approaches: 50%, Meets: 30%, Masters: 10%)
White: (Average Scale Score: 1,638, Tested: 26, Did Not Meet Grade Level Performance: 23%, Approaches: 23%, Meets: 27%, Masters: 27%)
- All3,789
- Males3,716
- Females3,898
- Hispanic3,791
- Black3,775
- White3,751
Writing Average Scale Score
(7th Grade)
Writing Average Scale Score: | 3,789 |
State: | 3,515 |
Writing # Answer Documents Submitted: 122
Writing Avg Items Correct:
- Reporting Category 1: 7.9 (49%)
- Reporting Category 2: 8.8 (68%)
- Reporting Category 3: 11.7 (69%)
Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 8%
Males: (Average Scale Score: 3,716, Tested: 73, Did Not Meet Grade Level Performance: 34%, Approaches: 30%, Meets: 31%, Masters: 5%)
Females: (Average Scale Score: 3,898, Tested: 49, Did Not Meet Grade Level Performance: 24%, Approaches: 35%, Meets: 29%, Masters: 12%)
Hispanic: (Average Scale Score: 3,791, Tested: 81, Did Not Meet Grade Level Performance: 30%, Approaches: 37%, Meets: 24%, Masters: 9%)
Black: (Average Scale Score: 3,775, Tested: 10, Did Not Meet Grade Level Performance: 20%, Approaches: 40%, Meets: 40%, Masters: 0%)
White: (Average Scale Score: 3,751, Tested: 26, Did Not Meet Grade Level Performance: 38%, Approaches: 16%, Meets: 34%, Masters: 12%)
8th Grade
- All1,750
- Males1,729
- Females1,767
- Hispanic1,759
- White1,726
Math Average Scale Score
(8th Grade)
Math Average Scale Score: | 1,750 |
State: | 1,539 |
Math # Answer Documents Submitted: 121
Math Avg Items Correct:
- Reporting Category 1: 2.7 (68%)
- Reporting Category 2: 11.3 (71%)
- Reporting Category 3: 10.6 (71%)
- Reporting Category 4: 4.5 (65%)
Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 21%
Meets Grade Level Performance: 37%
Masters Grade Level Performance: 27%
Males: (Average Scale Score: 1,729, Tested: 44, Did Not Meet Grade Level Performance: 23%, Approaches: 22%, Meets: 30%, Masters: 25%)
Females: (Average Scale Score: 1,767, Tested: 55, Did Not Meet Grade Level Performance: 9%, Approaches: 20%, Meets: 42%, Masters: 29%)
Hispanic: (Average Scale Score: 1,759, Tested: 73, Did Not Meet Grade Level Performance: 12%, Approaches: 21%, Meets: 37%, Masters: 30%)
White: (Average Scale Score: 1,726, Tested: 19, Did Not Meet Grade Level Performance: 16%, Approaches: 26%, Meets: 42%, Masters: 16%)
- All1,688
- Males1,689
- Females1,688
- Hispanic1,695
- Black1,684
- White1,666
Reading Average Scale Score
(8th Grade)
Reading Average Scale Score: | 1,688 |
State: | 1,561 |
Reading # Answer Documents Submitted: 121
Reading Avg Items Correct:
- Reporting Category 1: 5.7 (72%)
- Reporting Category 2: 13.7 (72%)
- Reporting Category 3: 11.7 (69%)
Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 30%
Males: (Average Scale Score: 1,689, Tested: 61, Did Not Meet Grade Level Performance: 20%, Approaches: 36%, Meets: 11%, Masters: 33%)
Females: (Average Scale Score: 1,688, Tested: 60, Did Not Meet Grade Level Performance: 22%, Approaches: 26%, Meets: 25%, Masters: 27%)
Hispanic: (Average Scale Score: 1,695, Tested: 89, Did Not Meet Grade Level Performance: 18%, Approaches: 34%, Meets: 18%, Masters: 30%)
Black: (Average Scale Score: 1,684, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 14%, Meets: 28%, Masters: 29%)
White: (Average Scale Score: 1,666, Tested: 22, Did Not Meet Grade Level Performance: 27%, Approaches: 32%, Meets: 14%, Masters: 27%)
- All3,939
- Males4,037
- Females3,838
- Hispanic3,964
- Black4,068
- White3,840
Science Average Scale Score
(8th Grade)
Science Average Scale Score: | 3,939 |
Texas: | 3,634 |
Science # Answer Documents Submitted: 121
Science Avg Items Correct:
- Reporting Category 1: 7.1 (64%)
- Reporting Category 2: 6 (67%)
- Reporting Category 3: 7 (64%)
- Reporting Category 4: 7.9 (71%)
Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 24%
Males: (Average Scale Score: 4,037, Tested: 61, Did Not Meet Grade Level Performance: 13%, Approaches: 35%, Meets: 19%, Masters: 33%)
Females: (Average Scale Score: 3,838, Tested: 60, Did Not Meet Grade Level Performance: 32%, Approaches: 28%, Meets: 25%, Masters: 15%)
Hispanic: (Average Scale Score: 3,964, Tested: 89, Did Not Meet Grade Level Performance: 21%, Approaches: 32%, Meets: 22%, Masters: 25%)
Black: (Average Scale Score: 4,068, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 0%, Meets: 14%, Masters: 57%)
White: (Average Scale Score: 3,840, Tested: 22, Did Not Meet Grade Level Performance: 23%, Approaches: 41%, Meets: 22%, Masters: 14%)
- All3,558
- Males3,620
- Females3,495
- Hispanic3,562
- Black3,678
- White3,519
Social Studies Average Scale Score
(8th Grade)
Social Studies Average Scale Score: | 3,558 |
State: | 3,461 |
Social Studies # Answer Documents Submitted: 121
Social Studies Avg Items Correct:
- Reporting Category 1: 8.9 (52%)
- Reporting Category 2: 4.6 (46%)
- Reporting Category 3: 5.3 (53%)
- Reporting Category 4: 4 (56%)
Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 3%
Males: (Average Scale Score: 3,620, Tested: 61, Did Not Meet Grade Level Performance: 43%, Approaches: 37%, Meets: 13%, Masters: 7%)
Females: (Average Scale Score: 3,495, Tested: 60, Did Not Meet Grade Level Performance: 52%, Approaches: 40%, Meets: 8%, Masters: 0%)
Hispanic: (Average Scale Score: 3,562, Tested: 89, Did Not Meet Grade Level Performance: 49%, Approaches: 36%, Meets: 11%, Masters: 4%)
Black: (Average Scale Score: 3,678, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 42%, Meets: 29%, Masters: 0%)
White: (Average Scale Score: 3,519, Tested: 22, Did Not Meet Grade Level Performance: 41%, Approaches: 50%, Meets: 9%, Masters: 0%)
Accountability
SAT/ACT:
Show data for
(State average from 1,567 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.
Harmony Science Academy (San Antonio) School - ACT/SAT scores
Percent of graduates taking the ACT: | 4.3% |
State: | 41.3% |
Number of graduates taking the ACT: <25
- All1,000
- Hispanic972
- White1,195
- IDEA750
Average SAT combined score
Percent of graduates taking the SAT: | 100.0% |
Texas: | 45.4% |
SAT combined scores above criteria: | 28.1% |
State: | 19.5% |
Number of graduates taking the SAT: <50
Average SAT critical reading and mathematics combined score: | 1,000 |
State: | 875 |
Average SAT mathematics score: | 509 |
State: | 443 |
Average SAT critical reading score: | 492 |
Texas: | 432 |
Average SAT writing score: | 473 |
Texas: | 415 |
- Hispanic13
- Asian2
- Black2
- White2
- IDEA4
SAT or ACT Test Participation
- Hispanic: 13 (male: 5, female: 8)
- Asian: 2 (all female)
- Black: 2 (all male)
- White: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Advanced Placement:
Show data for
(State average from 1,179 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001.
Harmony Science Academy (San Antonio) School - AP exams with scores at or above criteria
- All25.0
- Hispanic21.1
- Black62.5
- White16.7
Exams with scores at or above criteria (%)
Number of students taking at least one AP exam: 38
Percent of students taking at least one AP exam: | 37.3% |
State: | 24.6% |
Examinees scoring at or above criteria on at least one AP exam: | 28.9% |
State: | 39.6% |
Number of AP exams: 56
Number of AP exams with scores at or above 3: 14
Percent of AP exams with scores at or above 3: | 25.0% |
State: | 33.1% |
Number of different AP courses provided by school: 10
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: No
- Hispanic82
- American Indian2
- Asian7
- Black7
- White25
- Multirace4
- LEP2
- IDEA2
Students Enrolled in at least one AP Course
- Hispanic: 82 (male: 38, female: 44)
- American Indian / Alaska Native: 2 (all female)
- Asian: 7 (male: 5, female: 2)
- Black: 7 (male: 5, female: 2)
- White: 25 (male: 5, female: 20)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
Student Enrollment in Advanced Placement (AP) Mathematics: 9 (male: 7, female: 2)
- Hispanic: 7 (male: 5, female: 2)
- Black: 2 (all male)
- Hispanic16
- American Indian2
- Asian2
- Black4
- White2
- LEP2
Student Enrollment in Advanced Placement (AP) Science
- Hispanic: 16 (male: 11, female: 5)
- American Indian / Alaska Native: 2 (all female)
- Asian: 2 (all male)
- Black: 4 (male: 2, female: 2)
- White: 2 (all female)
- Limited English Proficiency (LEP): 2 (all male)
- Hispanic79
- American Indian2
- Asian7
- Black7
- White25
- Multirace4
- LEP2
- IDEA2
Students Enrollment in Other Advanced Placement (AP) Subjects
- Hispanic: 79 (male: 35, female: 44)
- American Indian / Alaska Native: 2 (all female)
- Asian: 7 (male: 5, female: 2)
- Black: 7 (male: 5, female: 2)
- White: 25 (male: 5, female: 20)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
- Hispanic82
- American Indian2
- Asian7
- Black7
- White25
- Multirace4
- LEP2
- IDEA2
Students who took no AP exams
- Hispanic: 82 (male: 38, female: 44)
- American Indian / Alaska Native: 2 (all female)
- Asian: 7 (male: 5, female: 2)
- Black: 7 (male: 5, female: 2)
- White: 25 (male: 5, female: 20)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
Health & Safety
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 disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. 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 disability constitutes disability 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 disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. 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 disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of sex: 1
Students disciplined for bullying or harassment on the basis of sex: 4 (male: 2, female: 2)
Allegations of harassment or bullying on the basis of disability: 1
Students disciplined for bullying or harassment on the basis of disability: 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: 4 (male: 2, female: 2)School: | 1.5 |
State: | 2.5 |
- Hispanic: 2 (all female)
- Black: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
Students disciplined for bullying or harassment on the basis of sex: 4 (male: 2, female: 2)
- Hispanic: 2 (all female)
- Black: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
Students reported as harassed or bullied on the basis of disability: 2 (all male)Harmony Science Academy (San Antonio) School: | 1.5 |
Texas: | 0.4 |
- White: 2
- Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of disability: 4 (male: 2, female: 2)
- Hispanic: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all female)
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.
- Hispanic61
- Asian4
- Native Hawaiian2
- Black4
- White4
- Multirace4
- LEP2
- IDEA5
- 50410
Chronic Student Absenteeism
- Hispanic: 61 (male: 32, female: 29)
- Asian: 4 (male: 2, female: 2)
- Native Hawaiian / Pacific Islander: 2 (all female)
- Black: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 5 (all female)
- Section 504: 10 (male: 8, female: 2)
Chronic Student Absenteeism per 1,000 students
School: | 121.4 |
State: | 147.9 |
Restraint and Seclusion:
Show data for
(State average from 2,148 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of Non-IDEA students subjected to physical restraint: 2 (all male)
Non-IDEA students subjected to physical restraint per 1,000 students
- White: 2
Non-IDEA students subjected to physical restraint per 1,000 students
Harmony Science Academy (San Antonio) School: | 3.1 |
Texas: | 3.0 |
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).
- Hispanic61
- Asian15
- Black18
- White23
- Multirace14
- IDEA19
- 5042
School days missed due to out-of-school suspension
- Hispanic: 61 (male: 35, female: 26)
- Asian: 15 (male: 7, female: 8)
- Black: 18 (male: 9, female: 9)
- White: 23 (male: 12, female: 11)
- Two or More Races: 14 (male: 9, female: 5)
- Individuals With Disabilities Education Act (IDEA): 19 (male: 9, female: 10)
- Section 504: 2 (male: 1, female: 1)
Instances of out-of-school suspension (Students without disabilities): 83
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
School: | 127.5 |
State: | 102.7 |
- Hispanic16
- Asian4
- Black7
- White7
- Multirace4
Students without disabilities receiving one or more in-school suspension
- Hispanic: 16 (male: 8, female: 8)
- Asian: 4 (male: 2, female: 2)
- Black: 7 (male: 5, female: 2)
- White: 7 (male: 5, female: 2)
- Two or More Races: 4 (male: 2, female: 2)
- Hispanic34
- Asian4
- Black10
- White7
- Multirace7
Students without disabilities receiving only one out-of-school suspension
- Hispanic: 34 (male: 20, female: 14)
- Asian: 4 (male: 2, female: 2)
- Black: 10 (male: 5, female: 5)
- White: 7 (male: 2, female: 5)
- Two or More Races: 7 (male: 5, female: 2)
- Hispanic7
- Asian4
- Black4
- White4
- Multirace4
Students without disabilities receiving more than one out-of-school suspension
- Hispanic: 7 (male: 5, female: 2)
- Asian: 4 (male: 2, female: 2)
- Black: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
- Two or More Races: 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 10
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School: | 15.4 |
State: | 27.5 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
School: | 4.6 |
Texas: | 12.0 |
- Hispanic4
- Black2
- White2
- 5044
Students with disabilities receiving one or more in-school suspension
- Hispanic: 4 (male: 2, female: 2)
- Black: 2 (all male)
- White: 2 (all male)
- Section 504: 4 (male: 2, female: 2)
Students with disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
- Hispanic: 4 (male: 2, female: 2)
- Black: 2 (all male)
- Section 504: 4 (male: 2, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 8 (male: 4, female: 4)
- Hispanic: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
Expulsions:
Show data for
(State average from 1,623 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Expulsion without educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Expulsion without educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
- Hispanic4
- Black2
- White2
- Multirace2
Students without Disabilities who received an expulsion with educational services
- Hispanic: 4 (male: 2, female: 2)
- Black: 2 (all male)
- White: 2 (all male)
- Two or More Races: 2 (all male)
Students without Disabilities who received an expulsion with educational services per 1,000 students
School: | 15.4 |
Texas: | 32.9 |
Students without Disabilities who received an expulsion without educational services: 6 (male: 4, female: 2)
- Hispanic: 2 (all female)
- Black: 2 (all male)
- Two or More Races: 2 (all male)
Students without Disabilities who received an expulsion without educational services per 1,000 students
Here: | 9.2 |
Texas: | 2.0 |
Classes & Courses
Algebra I:
Show data for
(State average from 1,490 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
Number of Algebra I classes: 3
Number of Algebra I classes taught by certified teachers: 3
8th grade student enrollment in Algebra I: 27 (male: 15, female: 12)
9-10th grade student enrollment in Algebra I: 97 (male: 46, female: 51)9-10th grade studenst who passed Algebra I: 78 (male: 39, female: 39)
Number of Algebra I classes taught by certified teachers: 3
- Hispanic16
- Black4
- White7
- LEP2
- IDEA2
8th grade student enrollment in Algebra I
- Hispanic: 16 (male: 8, female: 8)
- Black: 4 (male: 2, female: 2)
- White: 7 (male: 5, female: 2)
- Limited English Proficiency (LEP): 2 (all female)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Hispanic: 14 (male: 10, female: 4)
- White: 8 (male: 4, female: 4)
Percent of 8th grade students who passed
Harmony Science Academy (San Antonio) School: | 81.5% |
Texas: | 87.0% |
- Hispanic67
- American Indian2
- Asian4
- Native Hawaiian2
- Black10
- White10
- Multirace2
- LEP4
- IDEA7
9-10th grade student enrollment in Algebra I
- Hispanic: 67 (male: 35, female: 32)
- American Indian / Alaska Native: 2 (all female)
- Asian: 4 (male: 2, female: 2)
- Native Hawaiian / Pacific Islander: 2 (all female)
- Black: 10 (male: 2, female: 8)
- White: 10 (male: 5, female: 5)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
- Hispanic59
- Black11
- White8
- LEP4
- IDEA4
9-10th grade studenst who passed Algebra I
- Hispanic: 59 (male: 31, female: 28)
- Black: 11 (male: 4, female: 7)
- White: 8 (male: 4, female: 4)
- Limited English Proficiency (LEP): 4 (all female)
- Individuals With Disabilities Education Act (IDEA): 4 (all male)
Percent of 9-10th grade students who passed
Here: | 80.4% |
Texas: | 77.3% |
Algebra II:
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Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 3
Student Enrollment in Algebra II: 63 (male: 30, female: 33)
- Hispanic46
- Asian4
- Native Hawaiian2
- Black2
- White7
- Multirace2
- LEP2
- IDEA2
Student Enrollment in Algebra II
- Hispanic: 46 (male: 26, female: 20)
- Asian: 4 (male: 2, female: 2)
- Native Hawaiian / Pacific Islander: 2 (all female)
- Black: 2 (all female)
- White: 7 (male: 2, female: 5)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Calculus:
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Calculus (college-preparatory) course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus.Typically, students have previously attained knowledge of precalculus topics (some combination of trigonometry, elementary functions, analytic geometry, and math analysis).
Number of Calculus classes: 1
Number of Calculus classes taught by certified teachers: 1
Student Enrollment in Calculus: 9 (male: 7, female: 2)
Number of Calculus classes taught by certified teachers: 1
Student Enrollment in Calculus: 9 (male: 7, female: 2)
- Hispanic: 7 (male: 5, female: 2)
- Black: 2 (all male)
Geometry:
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Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 3
Number of Geometry classes taught by certified teachers: 3
Student Enrollment in Geometry: 95 (male: 50, female: 45)
Number of Geometry classes taught by certified teachers: 3
- Hispanic61
- Asian5
- Black7
- White22
- LEP7
- IDEA2
Student Enrollment in Geometry
- Hispanic: 61 (male: 32, female: 29)
- Asian: 5 (all male)
- Black: 7 (male: 5, female: 2)
- White: 22 (male: 8, female: 14)
- Limited English Proficiency (LEP): 7 (male: 5, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Advanced Mathematics:
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Advanced mathematics (college-preparatory) courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry / analytic geometry, trigonometry / math analysis, analytic geometry, math analysis, math analysis / analytic geometry, probability and statistics, and precalculus
Number of Advanced Mathematics classes: 4
Number of Advanced Mathematics classes taught by certified teachers: 3
Student Enrollment in Advanced Mathematics: 46 (male: 25, female: 21)
Number of Advanced Mathematics classes taught by certified teachers: 3
- Hispanic31
- Asian2
- Black4
- White7
- Multirace2
- LEP5
- IDEA4
Student Enrollment in Advanced Mathematics
- Hispanic: 31 (male: 17, female: 14)
- Asian: 2 (all male)
- Black: 4 (male: 2, female: 2)
- White: 7 (male: 2, female: 5)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 5 (all male)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Biology:
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Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 5
Student Enrollment in Biology: 118 (male: 58, female: 60)
- Hispanic85
- American Indian2
- Asian4
- Native Hawaiian2
- Black10
- White13
- Multirace2
- LEP4
- IDEA7
Student Enrollment in Biology
- Hispanic: 85 (male: 44, female: 41)
- American Indian / Alaska Native: 2 (all female)
- Asian: 4 (male: 2, female: 2)
- Native Hawaiian / Pacific Islander: 2 (all female)
- Black: 10 (male: 2, female: 8)
- White: 13 (male: 8, female: 5)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
Chemistry:
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Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 4
Student Enrollment in Chemistry: 92 (male: 44, female: 48)
- Hispanic58
- Asian5
- Black7
- White22
- LEP4
- IDEA2
Student Enrollment in Chemistry
- Hispanic: 58 (male: 29, female: 29)
- Asian: 5 (all male)
- Black: 7 (male: 5, female: 2)
- White: 22 (male: 5, female: 17)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Physics:
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Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 4
Student Enrollment in Physics: 67 (male: 35, female: 32)
- Hispanic46
- American Indian2
- Asian4
- Native Hawaiian2
- Black4
- White7
- Multirace2
- LEP2
- IDEA2
Student Enrollment in Physics
- Hispanic: 46 (male: 29, female: 17)
- American Indian / Alaska Native: 2 (all female)
- Asian: 4 (male: 2, female: 2)
- Native Hawaiian / Pacific Islander: 2 (all female)
- Black: 4 (male: 2, female: 2)
- White: 7 (male: 2, female: 5)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
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