Jump to a detailed profile or search site with Google Custom Search


Boerne Middle South School in Boerne, TX
(06-08 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 97
Address
 10 CASCADE CAVERNS RD
Boerne, TX 78006
Telephone
(830) 357-3300
(make sure to verify first before calling)
Website
http://www.boerne-isd.net
City-data.com school rating
97
Students
1,125
Classroom Teachers (FTE)
65.5
Free lunch eligible students
96
Reduced-price lunch
eligible students
31
School district
BOERNE ISD
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Boerne Middle South School:

97
CIBOLO CREEK EL (1.6 miles):

90
BOERNE - SAMUEL V CHAMPION H S (1.7 miles):

89
BOERNE MIDDLE NORTH (3.2 miles):

88
FABRA EL (3.1 miles):

86
BOERNE H S (2.7 miles):

79
CURINGTON EL (3.3 miles):

66
KENDALL EL (0.1 miles):

54
MEADOWLAND CHARTER SCHOOL (0.5 miles):

10
Boerne Middle South School rating compared to average state, county and city schools ratings:
Texas:

54
Kendall County:

68
Boerne:

73
Boerne Middle South School:

97

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,125
Enrollment in 2015: 700
Enrollment in 2014: 693
Enrollment in 2013: 673
Enrollment in 2012: 610
Enrollment in 2011: 571
Enrollment in 2010: 589
Enrollment in 2009: 840
Enrollment in 2008: 823
Enrollment in 2007: 847
Enrollment in 2006: 853
Enrollment in 2005: 789
Enrollment in 2004: 749
Enrollment in 2003: 696
Enrollment in 2002: 658
Enrollment in 2001: 635

Boerne Middle South School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students3823693741,125
Female students186180172538
Male students196189202587
American Indian/Alaska Native students2215
Asian students1416
Hispanic students10310290295
Black students - 145
White students270254274798
Two or More Races students66416

Enrollment by grade:
6th grade enrollment: 382
7th grade enrollment: 369
8th grade enrollment: 374

Boerne Middle South School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 538 (47.8%)
Boerne Middle South School:

47.8%
State:

49.0%
Male enrollment: 587 (52.2%)
Boerne Middle South School:

52.2%
State:

50.1%

Boerne Middle South School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 5 (0.4%)
Boerne Middle South School:

0.4%
Texas:

0.4%
Asian enrollment: 6 (0.5%)
Boerne Middle South School:

0.5%
State:

3.1%
Hispanic enrollment: 295 (26.2%)
Here:

26.2%
State:

46.9%
Black enrollment: 5 (0.4%)
School:

0.4%
State:

11.6%
White enrollment: 798 (70.9%)
Boerne Middle South School:

70.9%
Texas:

32.3%
Two or More Races enrollment: 16 (1.4%)
Boerne Middle South School:

1.4%
Texas:

2.1%

Boerne Middle South School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 127 (11.3%)
Boerne Middle South School:

11.3%
State:

61.6%
Free lunch eligible students: 96 (8.5%)
Boerne Middle South School:

8.5%
State:

55.4%
Reduced-price lunch eligible students: 31 (2.8%)
Boerne Middle South School:

2.8%
State:

6.2%

Boerne Middle South School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 65.5

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 29
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1
Number of FTE psychologists: 1

Student/Teacher Ratio
Boerne Middle South School:

17.2
Texas:

15.6

Boerne Middle South School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,948,400
  • Full-time Equivalency Count of Teachers: 65.5 (Salary Expenditures: $3,092,931)
  • Full-time Equivalency Count of Instructional Aides: 6.5 (Salary Expenditures: $204,009)
  • Full-time Equivalency Count of Support Services Staff: 7.7 (Salary Expenditures: $377,409)
  • Full-time Equivalency Count of School Administration Staff: 4.5 (Salary Expenditures: $274,051)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $252,104
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,526,957
  • Salary Expenditures for Teachers: $3,453,346
  • Full-time Equivalency Count of Instructional Aides: 8.5 (Salary Expenditures: $363,446)
  • Full-time Equivalency Count of Support Services Staff: 7.7 (Salary Expenditures: $436,114)
  • Full-time Equivalency Count of School Administration Staff: 4.5 (Salary Expenditures: $274,051)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $267,009

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 10 (male: 8, female: 2)
  • Hispanic: 10 (male: 8, 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 served under IDEA: 88 (male: 59, female: 29)
  • Hispanic: 23 (male: 16, female: 7)
  • White: 65 (male: 43, female: 22)

    Students with disabilities served under Section 504

  • Hispanic19
  • White67
  • Multirace2
  • LEP2
Students with disabilities served under Section 504: 88 (male: 52, female: 36)
  • Hispanic: 19 (male: 11, female: 8)
  • White: 67 (male: 41, female: 26)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)

Retention:
Show data for

(State average from 1,038 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 7th grade: 2 (all female)
  • Hispanic: 2
  • Section 504: 2

Percent of 7th grade students retained
School:

0.5%
Texas:

6.1%

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

  • Hispanic13
  • Asian2
  • Black2
  • White67
  • IDEA4
Gifted and Talented Student Enrollment: 84 (male: 51, female: 33)
  • Hispanic: 13 (male: 8, female: 5)
  • Asian: 2 (all female)
  • Black: 2 (all male)
  • White: 67 (male: 41, female: 26)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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

74.7
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 3,456 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
End-of-course (EOC)

    Algebra I Average Scale Score

  • All5,083
  • Males5,027
  • Females5,142
  • Hispanic5,210
  • White5,065
Algebra I Average Scale Score:

5,083
State:

4,001
Algebra I students tested: 169
Algebra I # Answer Documents Submitted: 169

Algebra I Avg Items Correct:
  • Reporting Category 1: 10 (91%)
  • Reporting Category 2: 11 (92%)
  • Reporting Category 3: 12.5 (90%)
  • Reporting Category 4: 10.3 (94%)
  • Reporting Category 5: 5.4 (91%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 1%
Meets Grade Level Performance: 3%
Masters Grade Level Performance: 96%

1%
3%
96%
Males: (Average Scale Score: 5,027, Tested: 87, Did Not Meet Grade Level Performance: 0%, Approaches: 1%, Meets: 2%, Masters: 97%)
1%
2%
97%
Females: (Average Scale Score: 5,142, Tested: 82, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 4%, Masters: 96%)
4%
96%
Hispanic: (Average Scale Score: 5,210, Tested: 32, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 3%, Masters: 97%)
3%
97%
White: (Average Scale Score: 5,065, Tested: 135, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 3%, Masters: 97%)
3%
97%
English I students tested: 1
English I # Answer Documents Submitted: 1

3rd Grade
Math # Answer Documents Submitted: 1

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

6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,698
  • Males1,709
  • Females1,687
  • Hispanic1,676
  • Asian1,730
  • Black1,681
  • White1,706
  • Multirace1,705
Math Average Scale Score:

1,698
Texas:

1,546
Math students tested: 400
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 402

Math Avg Items Correct:
  • Reporting Category 1: 6.6 (66%)
  • Reporting Category 2: 9.6 (64%)
  • Reporting Category 3: 3.8 (63%)
  • Reporting Category 4: 4.9 (70%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 35%
Masters Grade Level Performance: 28%

9%
28%
35%
28%
Males: (Average Scale Score: 1,709, Tested: 205, Did Not Meet Grade Level Performance: 9%, Approaches: 24%, Meets: 36%, Masters: 31%)
9%
24%
36%
31%
Females: (Average Scale Score: 1,687, Tested: 195, Did Not Meet Grade Level Performance: 9%, Approaches: 32%, Meets: 34%, Masters: 25%)
9%
32%
34%
25%
Hispanic: (Average Scale Score: 1,676, Tested: 110, Did Not Meet Grade Level Performance: 14%, Approaches: 34%, Meets: 27%, Masters: 25%)
14%
34%
27%
25%
Asian: (Average Scale Score: 1,730, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 17%, Meets: 50%, Masters: 33%)
17%
50%
33%
Black: (Average Scale Score: 1,681, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 0%, Meets: 0%, Masters: 60%)
40%
60%
White: (Average Scale Score: 1,706, Tested: 268, Did Not Meet Grade Level Performance: 7%, Approaches: 25%, Meets: 39%, Masters: 29%)
7%
25%
39%
29%
Multirace: (Average Scale Score: 1,705, Tested: 11, Did Not Meet Grade Level Performance: 0%, Approaches: 55%, Meets: 18%, Masters: 27%)
55%
18%
27%

    Reading Average Scale Score
    (6th Grade)

  • All1,647
  • Males1,632
  • Females1,663
  • Hispanic1,620
  • Asian1,630
  • Black1,534
  • White1,660
  • Multirace1,663
Reading Average Scale Score:

1,647
Texas:

1,457
Reading students tested: 399
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 402

Reading Avg Items Correct:
  • Reporting Category 1: 5.9 (74%)
  • Reporting Category 2: 13.2 (78%)
  • Reporting Category 3: 10.8 (72%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 31%

18%
28%
23%
31%
Males: (Average Scale Score: 1,632, Tested: 204, Did Not Meet Grade Level Performance: 20%, Approaches: 32%, Meets: 21%, Masters: 27%)
20%
32%
21%
27%
Females: (Average Scale Score: 1,663, Tested: 195, Did Not Meet Grade Level Performance: 15%, Approaches: 24%, Meets: 26%, Masters: 35%)
15%
24%
26%
35%
Hispanic: (Average Scale Score: 1,620, Tested: 110, Did Not Meet Grade Level Performance: 24%, Approaches: 31%, Meets: 18%, Masters: 27%)
24%
31%
18%
27%
Asian: (Average Scale Score: 1,630, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 16%, Meets: 67%, Masters: 0%)
17%
16%
67%
Black: (Average Scale Score: 1,534, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 20%, Meets: 20%, Masters: 20%)
40%
20%
20%
20%
White: (Average Scale Score: 1,660, Tested: 267, Did Not Meet Grade Level Performance: 15%, Approaches: 27%, Meets: 24%, Masters: 34%)
15%
27%
24%
34%
Multirace: (Average Scale Score: 1,663, Tested: 11, Did Not Meet Grade Level Performance: 18%, Approaches: 37%, Meets: 18%, Masters: 27%)
18%
37%
18%
27%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,773
  • Males1,776
  • Females1,770
  • Hispanic1,736
  • Asian1,821
  • White1,790
  • Multirace1,697
Math Average Scale Score:

1,773
Texas:

1,571
Math students tested: 399
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 406

Math Avg Items Correct:
  • Reporting Category 1: 4.7 (79%)
  • Reporting Category 2: 11.1 (74%)
  • Reporting Category 3: 8.4 (70%)
  • Reporting Category 4: 4.9 (70%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 20%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 46%

6%
20%
28%
46%
Males: (Average Scale Score: 1,776, Tested: 198, Did Not Meet Grade Level Performance: 5%, Approaches: 20%, Meets: 26%, Masters: 49%)
5%
20%
26%
49%
Females: (Average Scale Score: 1,770, Tested: 201, Did Not Meet Grade Level Performance: 6%, Approaches: 22%, Meets: 28%, Masters: 44%)
6%
22%
28%
44%
Hispanic: (Average Scale Score: 1,736, Tested: 117, Did Not Meet Grade Level Performance: 10%, Approaches: 26%, Meets: 29%, Masters: 35%)
10%
26%
29%
35%
Asian: (Average Scale Score: 1,821, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 10%, Meets: 40%, Masters: 50%)
10%
40%
50%
White: (Average Scale Score: 1,790, Tested: 258, Did Not Meet Grade Level Performance: 3%, Approaches: 18%, Meets: 27%, Masters: 52%)
3%
18%
27%
52%
Multirace: (Average Scale Score: 1,697, Tested: 11, Did Not Meet Grade Level Performance: 9%, Approaches: 46%, Meets: 18%, Masters: 27%)
9%
46%
18%
27%

    Reading Average Scale Score
    (7th Grade)

  • All1,737
  • Males1,723
  • Females1,751
  • Hispanic1,711
  • Asian1,807
  • White1,748
  • Multirace1,690
Reading Average Scale Score:

1,737
Texas:

1,550
Reading students tested: 404
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 406

Reading Avg Items Correct:
  • Reporting Category 1: 6.2 (78%)
  • Reporting Category 2: 14 (78%)
  • Reporting Category 3: 12.6 (79%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 18%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 50%

8%
18%
24%
50%
Males: (Average Scale Score: 1,723, Tested: 200, Did Not Meet Grade Level Performance: 9%, Approaches: 20%, Meets: 27%, Masters: 44%)
9%
20%
27%
44%
Females: (Average Scale Score: 1,751, Tested: 204, Did Not Meet Grade Level Performance: 7%, Approaches: 17%, Meets: 20%, Masters: 56%)
7%
17%
20%
56%
Hispanic: (Average Scale Score: 1,711, Tested: 119, Did Not Meet Grade Level Performance: 13%, Approaches: 23%, Meets: 24%, Masters: 40%)
13%
23%
24%
40%
Asian: (Average Scale Score: 1,807, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 20%, Meets: 20%, Masters: 60%)
20%
20%
60%
White: (Average Scale Score: 1,748, Tested: 261, Did Not Meet Grade Level Performance: 6%, Approaches: 17%, Meets: 22%, Masters: 55%)
6%
17%
22%
55%
Multirace: (Average Scale Score: 1,690, Tested: 11, Did Not Meet Grade Level Performance: 9%, Approaches: 18%, Meets: 37%, Masters: 36%)
9%
18%
37%
36%

    Writing Average Scale Score
    (7th Grade)

  • All4,296
  • Males4,160
  • Females4,429
  • Hispanic4,158
  • Asian4,531
  • White4,353
  • Multirace4,142
Writing Average Scale Score:

4,296
State:

3,515
Writing students tested: 404
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 405

Writing Avg Items Correct:
  • Reporting Category 1: 9.4 (59%)
  • Reporting Category 2: 10.7 (82%)
  • Reporting Category 3: 14.2 (84%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 19%
Meets Grade Level Performance: 38%
Masters Grade Level Performance: 35%

8%
19%
38%
35%
Males: (Average Scale Score: 4,160, Tested: 200, Did Not Meet Grade Level Performance: 10%, Approaches: 27%, Meets: 39%, Masters: 25%)
10%
27%
39%
25%
Females: (Average Scale Score: 4,429, Tested: 204, Did Not Meet Grade Level Performance: 7%, Approaches: 12%, Meets: 37%, Masters: 44%)
7%
12%
37%
44%
Hispanic: (Average Scale Score: 4,158, Tested: 119, Did Not Meet Grade Level Performance: 12%, Approaches: 28%, Meets: 31%, Masters: 29%)
12%
28%
31%
29%
Asian: (Average Scale Score: 4,531, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 10%, Meets: 60%, Masters: 30%)
10%
60%
30%
White: (Average Scale Score: 4,353, Tested: 261, Did Not Meet Grade Level Performance: 7%, Approaches: 15%, Meets: 40%, Masters: 38%)
7%
15%
40%
38%
Multirace: (Average Scale Score: 4,142, Tested: 11, Did Not Meet Grade Level Performance: 9%, Approaches: 18%, Meets: 55%, Masters: 18%)
9%
18%
55%
18%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,780
  • Males1,763
  • Females1,796
  • Hispanic1,775
  • White1,782
  • Multirace1,787
Math Average Scale Score:

1,780
State:

1,539
Math students tested: 264
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 430

Math Avg Items Correct:
  • Reporting Category 1: 3.2 (80%)
  • Reporting Category 2: 11.9 (74%)
  • Reporting Category 3: 11.9 (79%)
  • Reporting Category 4: 4.9 (70%)

Did Not Meet Grade Level Performance: 5%
Approaches Grade Level Performance: 18%
Meets Grade Level Performance: 50%
Masters Grade Level Performance: 27%

5%
18%
50%
27%
Males: (Average Scale Score: 1,763, Tested: 131, Did Not Meet Grade Level Performance: 8%, Approaches: 22%, Meets: 46%, Masters: 24%)
8%
22%
46%
24%
Females: (Average Scale Score: 1,796, Tested: 133, Did Not Meet Grade Level Performance: 2%, Approaches: 14%, Meets: 55%, Masters: 29%)
2%
14%
55%
29%
Hispanic: (Average Scale Score: 1,775, Tested: 78, Did Not Meet Grade Level Performance: 9%, Approaches: 17%, Meets: 43%, Masters: 31%)
9%
17%
43%
31%
White: (Average Scale Score: 1,782, Tested: 171, Did Not Meet Grade Level Performance: 4%, Approaches: 18%, Meets: 52%, Masters: 26%)
4%
18%
52%
26%
Multirace: (Average Scale Score: 1,787, Tested: 9, Did Not Meet Grade Level Performance: 0%, Approaches: 22%, Meets: 56%, Masters: 22%)
22%
56%
22%

    Reading Average Scale Score
    (8th Grade)

  • All1,771
  • Males1,758
  • Females1,785
  • Hispanic1,749
  • White1,778
  • Multirace1,765
Reading Average Scale Score:

1,771
Texas:

1,561
Reading students tested: 425
# Absent - Not Tested: 3
Reading # Answer Documents Submitted: 430

Reading Avg Items Correct:
  • Reporting Category 1: 6.4 (80%)
  • Reporting Category 2: 15.7 (83%)
  • Reporting Category 3: 14 (82%)

Did Not Meet Grade Level Performance: 4%
Approaches Grade Level Performance: 19%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 52%

4%
19%
25%
52%
Males: (Average Scale Score: 1,758, Tested: 215, Did Not Meet Grade Level Performance: 6%, Approaches: 19%, Meets: 27%, Masters: 48%)
6%
19%
27%
48%
Females: (Average Scale Score: 1,785, Tested: 210, Did Not Meet Grade Level Performance: 3%, Approaches: 17%, Meets: 25%, Masters: 55%)
3%
17%
25%
55%
Hispanic: (Average Scale Score: 1,749, Tested: 109, Did Not Meet Grade Level Performance: 7%, Approaches: 22%, Meets: 29%, Masters: 42%)
7%
22%
29%
42%
White: (Average Scale Score: 1,778, Tested: 299, Did Not Meet Grade Level Performance: 3%, Approaches: 18%, Meets: 23%, Masters: 56%)
3%
18%
23%
56%
Multirace: (Average Scale Score: 1,765, Tested: 11, Did Not Meet Grade Level Performance: 9%, Approaches: 0%, Meets: 46%, Masters: 45%)
9%
46%
45%

    Science Average Scale Score
    (8th Grade)

  • All4,473
  • Males4,479
  • Females4,467
  • Hispanic4,329
  • White4,534
  • Multirace4,338
Science Average Scale Score:

4,473
State:

3,634
Science students tested: 427
Science # Answer Documents Submitted: 427

Science Avg Items Correct:
  • Reporting Category 1: 8.6 (78%)
  • Reporting Category 2: 7.4 (83%)
  • Reporting Category 3: 8.8 (80%)
  • Reporting Category 4: 9.2 (83%)

Did Not Meet Grade Level Performance: 7%
Approaches Grade Level Performance: 13%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 57%

7%
13%
23%
57%
Males: (Average Scale Score: 4,479, Tested: 217, Did Not Meet Grade Level Performance: 7%, Approaches: 12%, Meets: 23%, Masters: 58%)
7%
12%
23%
58%
Females: (Average Scale Score: 4,467, Tested: 210, Did Not Meet Grade Level Performance: 6%, Approaches: 15%, Meets: 22%, Masters: 57%)
6%
15%
22%
57%
Hispanic: (Average Scale Score: 4,329, Tested: 110, Did Not Meet Grade Level Performance: 11%, Approaches: 13%, Meets: 27%, Masters: 49%)
11%
13%
27%
49%
White: (Average Scale Score: 4,534, Tested: 300, Did Not Meet Grade Level Performance: 5%, Approaches: 13%, Meets: 21%, Masters: 61%)
5%
13%
21%
61%
Multirace: (Average Scale Score: 4,338, Tested: 11, Did Not Meet Grade Level Performance: 9%, Approaches: 9%, Meets: 37%, Masters: 45%)
9%
9%
37%
45%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,955
  • Males3,980
  • Females3,929
  • Hispanic3,842
  • White3,997
  • Multirace3,989
Social Studies Average Scale Score:

3,955
Texas:

3,461
Social Studies students tested: 425
# Absent - Not Tested: 2
Social Studies # Answer Documents Submitted: 427

Social Studies Avg Items Correct:
  • Reporting Category 1: 11.7 (69%)
  • Reporting Category 2: 6.2 (62%)
  • Reporting Category 3: 6.8 (68%)
  • Reporting Category 4: 5.1 (73%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 28%

18%
33%
21%
28%
Males: (Average Scale Score: 3,980, Tested: 215, Did Not Meet Grade Level Performance: 17%, Approaches: 32%, Meets: 20%, Masters: 31%)
17%
32%
20%
31%
Females: (Average Scale Score: 3,929, Tested: 210, Did Not Meet Grade Level Performance: 19%, Approaches: 35%, Meets: 21%, Masters: 25%)
19%
35%
21%
25%
Hispanic: (Average Scale Score: 3,842, Tested: 110, Did Not Meet Grade Level Performance: 26%, Approaches: 37%, Meets: 15%, Masters: 22%)
26%
37%
15%
22%
White: (Average Scale Score: 3,997, Tested: 298, Did Not Meet Grade Level Performance: 15%, Approaches: 32%, Meets: 23%, Masters: 30%)
15%
32%
23%
30%
Multirace: (Average Scale Score: 3,989, Tested: 11, Did Not Meet Grade Level Performance: 18%, Approaches: 37%, Meets: 9%, Masters: 36%)
18%
37%
9%
36%

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.

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of robbery without a weapon: 7

Incidents of physical attack or fight without a weapon: 1


Total incidents per 1,000 students
School:

7.1
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 without disabilities who were referred to a law enforcement agency or official: 4 (all male)
  • Hispanic: 2
  • White: 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Boerne Middle South School:

3.6
Texas:

30.4
Students without disabilities who received a school-related arrest: 2 (all male)
  • Hispanic: 2

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

1.8
Texas:

16.6

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 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 disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
Here:

0.9
State:

1.0
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • White: 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

  • Hispanic10
  • American Indian2
  • Asian2
  • White40
  • IDEA13
  • 50413
Chronic Student Absenteeism: 54 (male: 24, female: 30)
  • Hispanic: 10 (male: 2, female: 8)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all female)
  • White: 40 (male: 20, female: 20)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 5, female: 8)
  • Section 504: 13 (male: 8, female: 5)
Chronic Student Absenteeism per 1,000 students
School:

48.0
Texas:

147.9

Suspensions:
Show data for

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

    School days missed due to out-of-school suspension

  • Hispanic12
  • White46
  • LEP3
  • IDEA15
  • 50414
School days missed due to out-of-school suspension: 58 (male: 56, female: 2)
  • Hispanic: 12 (all male)
  • White: 46 (male: 44, female: 2)
  • Limited English Proficiency (LEP): 3 (all male)
  • Individuals With Disabilities Education Act (IDEA): 15 (male: 13, female: 2)
  • Section 504: 14 (all male)
Instances of out-of-school suspension (Students without disabilities): 20

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

17.8
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic13
  • Asian2
  • White34
  • LEP4
Students without disabilities receiving one or more in-school suspension: 49 (male: 40, female: 9)
  • Hispanic: 13 (male: 11, female: 2)
  • Asian: 2 (all female)
  • White: 34 (male: 29, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
Students without disabilities receiving only one out-of-school suspension: 28 (all male)
  • Hispanic: 8
  • White: 20
  • Limited English Proficiency (LEP): 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 9

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

8.0
State:

27.5
Instances of out-of-school suspension (Section 504 only): 11

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

9.8
State:

12.0
Students with disabilities receiving one or more in-school suspension: 7 (all male)
  • Hispanic: 2
  • White: 5
Students with disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Section 504: 5 (all male)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 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.
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • White: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
Here:

1.8
Texas:

5.4

Classes & Courses


Algebra I:
Show data for

(State average from 1,291 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
7th grade student enrollment in Algebra I: 2
Percent of 7th grade students who passed: -100.0%
School:  -100.0%
Texas:  102.7%

    8th grade student enrollment in Algebra I

  • Hispanic25
  • American Indian2
  • Black4
  • White121
  • Multirace2
  • IDEA7
8th grade student enrollment in Algebra I: 154 (male: 81, female: 73)
  • Hispanic: 25 (male: 11, female: 14)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 121 (male: 68, female: 53)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
8th grade studenst who passed Algebra I: 148 (male: 80, female: 68)
  • Hispanic: 26 (male: 13, female: 13)
  • White: 122 (male: 67, female: 55)
Percent of 8th grade students who passed
School:

96.1%
State:

87.0%

Comments

Review, comment, or add new information about this topic:

Discuss Boerne, Texas (TX) on our hugely popular Texas forum.

  1. All Cities
  2. Texas
  3. Boerne main city page
  4. Schools in Texas
  5. Boerne Middle South School


City-data.com does not guarantee the accuracy or timeliness of any information on this site.  Use at your own risk.
Some parts © 2024 Advameg, Inc.

Table of Contents