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Ashbel Smith Elementary School in Baytown, TX
(PK-05 • 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 36
Address
 403 E JAMES
Baytown, TX 77520
Telephone
(281) 420-4615
(make sure to verify first before calling)
City-data.com school rating
36
Students
771
Classroom Teachers (FTE)
48.8
Free lunch eligible students
582
Reduced-price lunch
eligible students
70
School district
GOOSE CREEK CISD
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:
IMPACT EARLY COLLEGE H S (1.0 miles):

71
LAMAR EL (0.7 miles):

58
CARVER EL (0.8 miles):

53
CEDAR BAYOU J H (2.1 miles):

46
DE ZAVALA EL (0.7 miles):

41
Ashbel Smith Elementary School:

36
HORACE MANN J H (0.5 miles):

35
JAMES BOWIE EL (1.2 miles):

31
LEE H S (1.5 miles):

23
Ashbel Smith Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Harris County:

51
Baytown:

48
Ashbel Smith Elementary School:

36

Students & Teachers


Total enrollment:
Enrollment in 2016: 771
Enrollment in 2015: 766
Enrollment in 2014: 807
Enrollment in 2013: 788
Enrollment in 2012: 796
Enrollment in 2011: 679
Enrollment in 2010: 675
Enrollment in 2009: 711
Enrollment in 2008: 693
Enrollment in 2007: 683
Enrollment in 2006: 742
Enrollment in 2005: 754
Enrollment in 2004: 754
Enrollment in 2003: 745
Enrollment in 2002: 753
Enrollment in 2001: 701
Enrollment in 2000: 704
Enrollment in 1999: 725

Ashbel Smith Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05Total
All students9696123104116117119771
Female students39536149555558370
Male students57436255616261401
Asian students - - - 1 - 113
Hispanic students817910795979396648
Black students4645810744
White students9101237111466
Hawaiian Native/Pacific Islander students - - - - - 1 - 1
Two or More Races students21 - - 4119

Enrollment by grade:
Pre-Kindergarten enrollment: 96
Kindergarten enrollment: 96
1st grade enrollment: 123
2nd grade enrollment: 104
3rd grade enrollment: 116
4th grade enrollment: 117
5th grade enrollment: 119

Ashbel Smith Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 370 (48.0%)
Ashbel Smith Elementary School:

48.0%
Texas:

49.0%
Male enrollment: 401 (52.0%)
Ashbel Smith Elementary School:

52.0%
State:

50.1%

Ashbel Smith Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 3 (0.4%)
Ashbel Smith Elementary School:

0.4%
Texas:

3.1%
Hispanic enrollment: 648 (84.0%)
Ashbel Smith Elementary School:

84.0%
State:

46.9%
Black enrollment: 44 (5.7%)
Here:

5.7%
State:

11.6%
White enrollment: 66 (8.6%)
School:

8.6%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.1%)
School:

0.1%
Texas:

0.1%
Two or More Races enrollment: 9 (1.2%)
Ashbel Smith Elementary School:

1.2%
State:

2.1%

Ashbel Smith Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 652 (84.6%)
Ashbel Smith Elementary School:

84.6%
Texas:

61.6%
Free lunch eligible students: 582 (75.5%)
Ashbel Smith Elementary School:

75.5%
Texas:

55.4%
Reduced-price lunch eligible students: 70 (9.1%)
Here:

9.1%
State:

6.2%

Ashbel Smith Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 48.8

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 7
Number of FTE school counselors: 1.3
Number of FTE teachers who were absent more than 10 school days during the school years: 16
Number of FTE nurses: 1
Number of FTE psychologists: 0.3

Student/Teacher Ratio
Ashbel Smith Elementary School:

15.8
Texas:

15.6

Ashbel Smith Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,235,489
  • Full-time Equivalency Count of Teachers: 47 (Salary Expenditures: $2,568,498)
  • Full-time Equivalency Count of Instructional Aides: 12 (Salary Expenditures: $206,658)
  • Full-time Equivalency Count of Support Services Staff: 4.3 (Salary Expenditures: $281,276)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $165,889)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $65,023
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $653,822
  • Salary Expenditures for Teachers: $3,063,143
  • Full-time Equivalency Count of Instructional Aides: 12 (Salary Expenditures: $206,658)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $281,276)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $165,889)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $85,506

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 232 (male: 131, female: 101)
  • Hispanic: 232 (male: 131, female: 101)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 20, 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 served under IDEA

  • Hispanic62
  • Black11
  • White10
  • LEP26
Students with disabilities served under IDEA: 83 (male: 63, female: 20)
  • Hispanic: 62 (male: 46, female: 16)
  • Black: 11 (male: 7, female: 4)
  • White: 10 (all male)
  • Limited English Proficiency (LEP): 26 (male: 22, female: 4)

    Students with disabilities served under Section 504

  • Hispanic13
  • Native Hawaiian2
  • Black4
  • White7
  • LEP4
Students with disabilities served under Section 504: 26 (male: 17, female: 9)
  • Hispanic: 13 (male: 8, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 3,201 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 1st grade: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)

Percent of 1st grade students retained
Here:

4.9%
Texas:

6.1%
Total number of students retained in 2nd grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Section 504: 2 (all female)

Percent of 2nd grade students retained
School:

3.8%
State:

4.8%
Total number of students retained in 3rd grade: 2 (all female)
  • Hispanic: 2
  • Section 504: 2

Percent of 3rd grade students retained
Ashbel Smith Elementary School:

1.7%
State:

4.1%
Total number of students retained in 5th grade: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)

Percent of 5th grade students retained
School:

3.4%
State:

4.3%

Gifted and Talented:
Show data for

(State average from 7,254 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic25
  • Black4
  • White2
  • LEP4
Gifted and Talented Student Enrollment: 31 (male: 13, female: 18)
  • Hispanic: 25 (male: 11, female: 14)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Gifted and Talented Student Enrollment per 1,000 students
Ashbel Smith Elementary School:

40.2
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,539 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.
3rd Grade

    Math Average Scale Score
    (3rd Grade)

  • All1,407
  • Males1,403
  • Females1,411
  • Hispanic1,406
  • Black1,376
  • White1,455
Math Average Scale Score:

1,407
Texas:

1,453
Math students tested: 116
Math # Answer Documents Submitted: 116

Math Avg Items Correct:
  • Reporting Category 1: 4.9 (61%)
  • Reporting Category 2: 7.1 (55%)
  • Reporting Category 3: 3.7 (53%)
  • Reporting Category 4: 2.6 (65%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 9%

36%
36%
19%
9%
Males: (Average Scale Score: 1,403, Tested: 56, Did Not Meet Grade Level Performance: 39%, Approaches: 34%, Meets: 18%, Masters: 9%)
39%
34%
18%
9%
Females: (Average Scale Score: 1,411, Tested: 60, Did Not Meet Grade Level Performance: 33%, Approaches: 39%, Meets: 20%, Masters: 8%)
33%
39%
20%
8%
Hispanic: (Average Scale Score: 1,406, Tested: 102, Did Not Meet Grade Level Performance: 36%, Approaches: 37%, Meets: 18%, Masters: 9%)
36%
37%
18%
9%
Black: (Average Scale Score: 1,376, Tested: 7, Did Not Meet Grade Level Performance: 57%, Approaches: 29%, Meets: 14%, Masters: 0%)
57%
29%
14%
White: (Average Scale Score: 1,455, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 43%, Meets: 29%, Masters: 14%)
14%
43%
29%
14%

    Reading Average Scale Score
    (3rd Grade)

  • All1,391
  • Males1,373
  • Females1,409
  • Hispanic1,389
  • Black1,403
  • White1,410
Reading Average Scale Score:

1,391
State:

1,423
Reading students tested: 116
Reading # Answer Documents Submitted: 116

Reading Avg Items Correct:
  • Reporting Category 1: 3.5 (71%)
  • Reporting Category 2: 8.7 (58%)
  • Reporting Category 3: 8 (57%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 14%

36%
34%
16%
14%
Males: (Average Scale Score: 1,373, Tested: 56, Did Not Meet Grade Level Performance: 41%, Approaches: 36%, Meets: 12%, Masters: 11%)
41%
36%
12%
11%
Females: (Average Scale Score: 1,409, Tested: 60, Did Not Meet Grade Level Performance: 32%, Approaches: 31%, Meets: 20%, Masters: 17%)
32%
31%
20%
17%
Hispanic: (Average Scale Score: 1,389, Tested: 102, Did Not Meet Grade Level Performance: 37%, Approaches: 34%, Meets: 16%, Masters: 13%)
37%
34%
16%
13%
Black: (Average Scale Score: 1,403, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 42%, Meets: 15%, Masters: 14%)
29%
42%
15%
14%
White: (Average Scale Score: 1,410, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 28%, Meets: 14%, Masters: 29%)
29%
28%
14%
29%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,527
  • Males1,531
  • Females1,523
  • Hispanic1,525
  • Black1,512
  • White1,566
Math Average Scale Score:

1,527
State:

1,546
Math students tested: 108
Math # Answer Documents Submitted: 108

Math Avg Items Correct:
  • Reporting Category 1: 5.6 (62%)
  • Reporting Category 2: 6.6 (60%)
  • Reporting Category 3: 5.9 (59%)
  • Reporting Category 4: 2.6 (65%)

Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 17%

32%
34%
17%
17%
Males: (Average Scale Score: 1,531, Tested: 56, Did Not Meet Grade Level Performance: 32%, Approaches: 34%, Meets: 16%, Masters: 18%)
32%
34%
16%
18%
Females: (Average Scale Score: 1,523, Tested: 52, Did Not Meet Grade Level Performance: 33%, Approaches: 32%, Meets: 20%, Masters: 15%)
33%
32%
20%
15%
Hispanic: (Average Scale Score: 1,525, Tested: 95, Did Not Meet Grade Level Performance: 34%, Approaches: 30%, Meets: 19%, Masters: 17%)
34%
30%
19%
17%
Black: (Average Scale Score: 1,512, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 60%, Meets: 20%, Masters: 0%)
20%
60%
20%
White: (Average Scale Score: 1,566, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 42%, Meets: 0%, Masters: 29%)
29%
42%
29%

    Reading Average Scale Score
    (4th Grade)

  • All1,470
  • Males1,475
  • Females1,465
  • Hispanic1,470
  • Black1,385
  • White1,524
Reading Average Scale Score:

1,470
State:

1,496
Reading students tested: 108
Reading # Answer Documents Submitted: 108

Reading Avg Items Correct:
  • Reporting Category 1: 5 (62%)
  • Reporting Category 2: 8.4 (56%)
  • Reporting Category 3: 8 (61%)

Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 39%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 10%

37%
39%
14%
10%
Males: (Average Scale Score: 1,475, Tested: 56, Did Not Meet Grade Level Performance: 39%, Approaches: 36%, Meets: 14%, Masters: 11%)
39%
36%
14%
11%
Females: (Average Scale Score: 1,465, Tested: 52, Did Not Meet Grade Level Performance: 35%, Approaches: 42%, Meets: 13%, Masters: 10%)
35%
42%
13%
10%
Hispanic: (Average Scale Score: 1,470, Tested: 95, Did Not Meet Grade Level Performance: 37%, Approaches: 40%, Meets: 11%, Masters: 12%)
37%
40%
11%
12%
Black: (Average Scale Score: 1,385, Tested: 5, Did Not Meet Grade Level Performance: 80%, Approaches: 20%, Meets: 0%, Masters: 0%)
80%
20%
White: (Average Scale Score: 1,524, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 29%, Meets: 57%, Masters: 0%)
14%
29%
57%

    Writing Average Scale Score
    (4th Grade)

  • All3,539
  • Males3,512
  • Females3,568
  • Hispanic3,530
  • Black3,481
  • White3,627
Writing Average Scale Score:

3,539
State:

3,570
Writing students tested: 108
Writing # Answer Documents Submitted: 108

Writing Avg Items Correct:
  • Reporting Category 1: 3.7 (47%)
  • Reporting Category 2: 3.5 (44%)
  • Reporting Category 3: 9.9 (62%)

Did Not Meet Grade Level Performance: 55%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 2%

55%
24%
19%
2%
Males: (Average Scale Score: 3,512, Tested: 56, Did Not Meet Grade Level Performance: 59%, Approaches: 20%, Meets: 17%, Masters: 4%)
59%
20%
17%
4%
Females: (Average Scale Score: 3,568, Tested: 52, Did Not Meet Grade Level Performance: 50%, Approaches: 29%, Meets: 21%, Masters: 0%)
50%
29%
21%
Hispanic: (Average Scale Score: 3,530, Tested: 95, Did Not Meet Grade Level Performance: 56%, Approaches: 22%, Meets: 20%, Masters: 2%)
56%
22%
20%
2%
Black: (Average Scale Score: 3,481, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 40%, Meets: 0%, Masters: 0%)
60%
40%
White: (Average Scale Score: 3,627, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 43%, Meets: 14%, Masters: 0%)
43%
43%
14%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,597
  • Males1,609
  • Females1,583
  • Hispanic1,601
  • Black1,548
  • White1,659
Math Average Scale Score:

1,597
State:

1,603
Math students tested: 114
Math # Answer Documents Submitted: 114

Math Avg Items Correct:
  • Reporting Category 1: 3.6 (61%)
  • Reporting Category 2: 10.6 (62%)
  • Reporting Category 3: 6 (66%)
  • Reporting Category 4: 2.5 (62%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 18%

25%
29%
28%
18%
Males: (Average Scale Score: 1,609, Tested: 62, Did Not Meet Grade Level Performance: 21%, Approaches: 29%, Meets: 32%, Masters: 18%)
21%
29%
32%
18%
Females: (Average Scale Score: 1,583, Tested: 52, Did Not Meet Grade Level Performance: 29%, Approaches: 31%, Meets: 21%, Masters: 19%)
29%
31%
21%
19%
Hispanic: (Average Scale Score: 1,601, Tested: 96, Did Not Meet Grade Level Performance: 25%, Approaches: 29%, Meets: 25%, Masters: 21%)
25%
29%
25%
21%
Black: (Average Scale Score: 1,548, Tested: 9, Did Not Meet Grade Level Performance: 22%, Approaches: 34%, Meets: 44%, Masters: 0%)
22%
34%
44%
White: (Average Scale Score: 1,659, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 50%, Masters: 17%)
33%
50%
17%

    Reading Average Scale Score
    (5th Grade)

  • All1,513
  • Males1,516
  • Females1,510
  • Hispanic1,514
  • Black1,517
  • White1,545
Reading Average Scale Score:

1,513
State:

1,546
Reading students tested: 114
Reading # Answer Documents Submitted: 114

Reading Avg Items Correct:
  • Reporting Category 1: 5 (62%)
  • Reporting Category 2: 9.8 (61%)
  • Reporting Category 3: 7.9 (57%)

Did Not Meet Grade Level Performance: 44%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 11%

44%
25%
20%
11%
Males: (Average Scale Score: 1,516, Tested: 62, Did Not Meet Grade Level Performance: 44%, Approaches: 29%, Meets: 14%, Masters: 13%)
44%
29%
14%
13%
Females: (Average Scale Score: 1,510, Tested: 52, Did Not Meet Grade Level Performance: 44%, Approaches: 21%, Meets: 27%, Masters: 8%)
44%
21%
27%
8%
Hispanic: (Average Scale Score: 1,514, Tested: 96, Did Not Meet Grade Level Performance: 44%, Approaches: 26%, Meets: 20%, Masters: 10%)
44%
26%
20%
10%
Black: (Average Scale Score: 1,517, Tested: 9, Did Not Meet Grade Level Performance: 44%, Approaches: 34%, Meets: 11%, Masters: 11%)
44%
34%
11%
11%
White: (Average Scale Score: 1,545, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 17%, Meets: 50%, Masters: 0%)
33%
17%
50%

    Science Average Scale Score
    (5th Grade)

  • All3,762
  • Males3,877
  • Females3,626
  • Hispanic3,767
  • Black3,673
  • White3,891
Science Average Scale Score:

3,762
State:

3,771
Science students tested: 114
Science # Answer Documents Submitted: 114

Science Avg Items Correct:
  • Reporting Category 1: 4 (67%)
  • Reporting Category 2: 5.3 (67%)
  • Reporting Category 3: 6.4 (64%)
  • Reporting Category 4: 8 (66%)

Did Not Meet Grade Level Performance: 32%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 13%

32%
35%
20%
13%
Males: (Average Scale Score: 3,877, Tested: 62, Did Not Meet Grade Level Performance: 27%, Approaches: 28%, Meets: 29%, Masters: 16%)
27%
28%
29%
16%
Females: (Average Scale Score: 3,626, Tested: 52, Did Not Meet Grade Level Performance: 38%, Approaches: 43%, Meets: 9%, Masters: 10%)
38%
43%
9%
10%
Hispanic: (Average Scale Score: 3,767, Tested: 96, Did Not Meet Grade Level Performance: 33%, Approaches: 33%, Meets: 20%, Masters: 14%)
33%
33%
20%
14%
Black: (Average Scale Score: 3,673, Tested: 9, Did Not Meet Grade Level Performance: 33%, Approaches: 45%, Meets: 11%, Masters: 11%)
33%
45%
11%
11%
White: (Average Scale Score: 3,891, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 67%, Meets: 33%, Masters: 0%)
67%
33%

Health & Safety


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

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

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

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

Incidents of physical attack or fight without a weapon: 1

Incidents of threats of physical attack without a weapon: 7


Total incidents per 1,000 students
School:

10.4
Texas:

38.0

Referrals and Arrests:
Show data for

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

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • White: 2

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

2.6
Texas:

9.3

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.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

1.3
State:

2.5
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • Hispanic: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Hispanic: 2
  • Section 504: 2

Allegations of harassment or bullying on the basis of disability: 2
Allegations of harassment or bullying on the basis of disability per 1,000 students
Ashbel Smith Elementary School:

2.6
State:

0.4
Students reported as harassed or bullied on the basis of disability: 2 (all female)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

    Students disciplined for bullying or harassment on the basis of disability

  • Hispanic2
  • White2
  • LEP2
  • IDEA2
Students disciplined for bullying or harassment on the basis of disability: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Individuals With Disabilities Education Act (IDEA): 2


Chronic Student Absenteeismt:
Show data for

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

    Chronic Student Absenteeism

  • Hispanic58
  • Black4
  • White10
  • Multirace2
  • LEP16
  • IDEA16
  • 5044
Chronic Student Absenteeism: 74 (male: 44, female: 30)
  • Hispanic: 58 (male: 35, female: 23)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 16 (male: 11, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
School:

96.0
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 students with disabilities (IDEA) subjected to physical restraint: 8 (male: 6, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)

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

10.4
Texas:

6.8

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).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic63
  • Black19
  • White15
  • Multirace11
  • LEP25
  • IDEA42
  • 50410
School days missed due to out-of-school suspension: 108 (male: 88, female: 20)
  • Hispanic: 63 (male: 62, female: 1)
  • Black: 19 (male: 8, female: 11)
  • White: 15 (male: 7, female: 8)
  • Two or More Races: 11 (all male)
  • Limited English Proficiency (LEP): 25 (all male)
  • Individuals With Disabilities Education Act (IDEA): 42 (male: 34, female: 8)
  • Section 504: 10 (all male)
Instances of out-of-school suspension (Students without disabilities): 18

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

23.3
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic40
  • Black7
  • White7
  • Multirace2
  • LEP11
Students without disabilities receiving one or more in-school suspension: 56 (male: 44, female: 12)
  • Hispanic: 40 (male: 35, female: 5)
  • Black: 7 (male: 5, female: 2)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 11 (all male)
Students without disabilities receiving only one out-of-school suspension: 17 (male: 13, female: 4)
  • Hispanic: 13 (male: 11, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 5 (all male)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic5
  • Black2
  • Multirace2
  • LEP2
Students without disabilities receiving more than one out-of-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 5 (all male)
  • Black: 2 (all female)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 12

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

15.6
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 6

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

7.8
Texas:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic16
  • Black2
  • White5
  • Multirace2
  • LEP5
  • 50410
Students with disabilities receiving one or more in-school suspension: 25 (male: 23, female: 2)
  • Hispanic: 16 (male: 14, female: 2)
  • Black: 2 (all male)
  • White: 5 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all male)
  • Section 504: 10 (male: 8, female: 2)

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic5
  • White2
  • Multirace2
  • LEP2
  • 5045
Students with disabilities receiving only one out-of-school suspension: 9 (all male)
  • Hispanic: 5
  • White: 2
  • Two or More Races: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 5

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic5
  • Black2
  • White4
  • LEP2
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 11 (male: 9, female: 2)
  • Hispanic: 5 (all male)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

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