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Borger Middle School in Borger, 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 52
Address
 1321 S FLORIDA
Borger, TX 79007
Telephone
(806) 273-1037
(make sure to verify first before calling)
Website
http://www.borgerisd.net
City-data.com school rating
52
Students
570
Classroom Teachers (FTE)
44.9
Free lunch eligible students
263
Reduced-price lunch
eligible students
59
School district
BORGER ISD
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
WEST TEXAS EL (12.5 miles):

67
WEST TEXAS MIDDLE (12.5 miles):

66
WEST TEXAS H S (12.5 miles):

60
BORGER INT (0.0 miles):

56
SANFORD-FRITCH J H (10.7 miles):

56
Borger Middle School:

52
BORGER H S (1.1 miles):

50
SANFORD-FRITCH H S (10.6 miles):

37
CROCKETT EL (0.2 miles):

35
Borger Middle School rating compared to average state, county and city schools ratings:
Texas:

54
Hutchinson County:

52
Borger:

48
Borger Middle School:

52

Students & Teachers


Total enrollment:
Enrollment in 2016: 570
Enrollment in 2015: 530
Enrollment in 2014: 569
Enrollment in 2013: 617
Enrollment in 2012: 617
Enrollment in 2011: 623
Enrollment in 2010: 625
Enrollment in 2009: 599
Enrollment in 2008: 574
Enrollment in 2007: 630
Enrollment in 2006: 854
Enrollment in 2005: 837
Enrollment in 2004: 870
Enrollment in 2003: 915
Enrollment in 2002: 925
Enrollment in 2001: 898
Enrollment in 2000: 909
Enrollment in 1999: 949

Borger Middle School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students197194179570
Female students1017991271
Male students9611588299
American Indian/Alaska Native students - 224
Asian students2125
Hispanic students959175261
Black students74718
White students829088260
Hawaiian Native/Pacific Islander students - 1 - 1
Two or More Races students115521

Enrollment by grade:
6th grade enrollment: 197
7th grade enrollment: 194
8th grade enrollment: 179

Borger Middle School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 271 (47.5%)
Borger Middle School:

47.5%
Texas:

49.0%
Male enrollment: 299 (52.5%)
Borger Middle School:

52.5%
State:

50.1%

Borger Middle School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 4 (0.7%)
Here:

0.7%
State:

0.4%
Asian enrollment: 5 (0.9%)
Here:

0.9%
Texas:

3.1%
Hispanic enrollment: 261 (45.8%)
School:

45.8%
State:

46.9%
Black enrollment: 18 (3.2%)
Borger Middle School:

3.2%
Texas:

11.6%
White enrollment: 260 (45.6%)
Borger Middle School:

45.6%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.2%)
Here:

0.2%
Texas:

0.1%
Two or More Races enrollment: 21 (3.7%)
Borger Middle School:

3.7%
Texas:

2.1%

Borger Middle School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 322 (56.5%)
School:

56.5%
State:

61.6%
Free lunch eligible students: 263 (46.1%)
Here:

46.1%
State:

55.4%
Reduced-price lunch eligible students: 59 (10.4%)
Borger Middle School:

10.4%
State:

6.2%

Borger Middle School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 44.9

Number of FTE teachers in their first year of teaching: 2.8
Number of FTE teachers in their second year of teaching: 4
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 40
Number of FTE sworn law enforcement officers: 0.5
Number of FTE nurses: 0.7

Student/Teacher Ratio
Here:

12.7
State:

15.6

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,396,302
  • Full-time Equivalency Count of Teachers: 43.9 (Salary Expenditures: $2,340,073)
  • Full-time Equivalency Count of Instructional Aides: 14.8 (Salary Expenditures: $218,471)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $445,257)
  • Full-time Equivalency Count of School Administration Staff: 2.5 (Salary Expenditures: $130,834)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $976,173
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,655,904
  • Salary Expenditures for Teachers: $2,428,780
  • Full-time Equivalency Count of Instructional Aides: 14.8 (Salary Expenditures: $307,574)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $527,049)
  • Full-time Equivalency Count of School Administration Staff: 2.5 (Salary Expenditures: $392,501)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $2,170,302

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 42 (male: 29, female: 13)
  • Hispanic: 40 (male: 29, female: 11)
  • Asian: 2 (all female)
  • 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 served under IDEA

  • Hispanic23
  • Black4
  • White32
  • LEP8
Students with disabilities served under IDEA: 59 (male: 39, female: 20)
  • Hispanic: 23 (male: 13, female: 10)
  • Black: 4 (all male)
  • White: 32 (male: 22, female: 10)
  • Limited English Proficiency (LEP): 8 (male: 4, female: 4)

    Students with disabilities served under Section 504

  • Hispanic2
  • White4
  • Multirace2
  • LEP2
Students with disabilities served under Section 504: 8 (male: 6, female: 2)
  • Hispanic: 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 1,054 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 7th grade: 2 (all male)
  • White: 2

Percent of 7th grade students retained
Here:

1.0%
State:

6.0%

Gifted and Talented:
Show data for

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

    Gifted and Talented Student Enrollment

  • Hispanic16
  • Asian2
  • White22
  • Multirace7
Gifted and Talented Student Enrollment: 47 (male: 27, female: 20)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 2 (all female)
  • White: 22 (male: 14, female: 8)
  • Two or More Races: 7 (male: 5, female: 2)

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

82.5
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

  • All4,525
  • Males4,527
  • Females4,524
  • Hispanic4,421
  • White4,659
Algebra I Average Scale Score:

4,525
State:

4,001
Algebra I students tested: 52
Algebra I # Answer Documents Submitted: 52

Algebra I Avg Items Correct:
  • Reporting Category 1: 8.2 (74%)
  • Reporting Category 2: 9.7 (81%)
  • Reporting Category 3: 11.1 (79%)
  • Reporting Category 4: 9 (82%)
  • Reporting Category 5: 5.3 (88%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 6%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 63%

6%
31%
63%
Males: (Average Scale Score: 4,527, Tested: 19, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 37%, Masters: 63%)
37%
63%
Females: (Average Scale Score: 4,524, Tested: 33, Did Not Meet Grade Level Performance: 0%, Approaches: 9%, Meets: 27%, Masters: 64%)
9%
27%
64%
Hispanic: (Average Scale Score: 4,421, Tested: 23, Did Not Meet Grade Level Performance: 0%, Approaches: 9%, Meets: 30%, Masters: 61%)
9%
30%
61%
White: (Average Scale Score: 4,659, Tested: 21, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 24%, Masters: 76%)
24%
76%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,667
  • Males1,651
  • Females1,681
  • Hispanic1,646
  • White1,683
  • Multirace1,679
Math Average Scale Score:

1,667
State:

1,571
Math students tested: 205
Math # Answer Documents Submitted: 205

Math Avg Items Correct:
  • Reporting Category 1: 4 (67%)
  • Reporting Category 2: 8.2 (55%)
  • Reporting Category 3: 6.8 (57%)
  • Reporting Category 4: 3.6 (52%)

Did Not Meet Grade Level Performance: 19%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 13%

19%
40%
28%
13%
Males: (Average Scale Score: 1,651, Tested: 94, Did Not Meet Grade Level Performance: 26%, Approaches: 35%, Meets: 29%, Masters: 10%)
26%
35%
29%
10%
Females: (Average Scale Score: 1,681, Tested: 111, Did Not Meet Grade Level Performance: 14%, Approaches: 44%, Meets: 26%, Masters: 16%)
14%
44%
26%
16%
Hispanic: (Average Scale Score: 1,646, Tested: 94, Did Not Meet Grade Level Performance: 28%, Approaches: 39%, Meets: 27%, Masters: 6%)
28%
39%
27%
6%
White: (Average Scale Score: 1,683, Tested: 101, Did Not Meet Grade Level Performance: 13%, Approaches: 39%, Meets: 30%, Masters: 18%)
13%
39%
30%
18%
Multirace: (Average Scale Score: 1,679, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 60%, Meets: 20%, Masters: 20%)
60%
20%
20%

    Reading Average Scale Score
    (7th Grade)

  • All1,642
  • Males1,618
  • Females1,662
  • Hispanic1,614
  • White1,667
  • Multirace1,633
Reading Average Scale Score:

1,642
Texas:

1,550
Reading students tested: 205
Reading # Answer Documents Submitted: 205

Reading Avg Items Correct:
  • Reporting Category 1: 5.4 (68%)
  • Reporting Category 2: 11.7 (65%)
  • Reporting Category 3: 10 (63%)

Did Not Meet Grade Level Performance: 31%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 21%

31%
27%
21%
21%
Males: (Average Scale Score: 1,618, Tested: 94, Did Not Meet Grade Level Performance: 39%, Approaches: 27%, Meets: 18%, Masters: 16%)
39%
27%
18%
16%
Females: (Average Scale Score: 1,662, Tested: 111, Did Not Meet Grade Level Performance: 23%, Approaches: 28%, Meets: 23%, Masters: 26%)
23%
28%
23%
26%
Hispanic: (Average Scale Score: 1,614, Tested: 94, Did Not Meet Grade Level Performance: 37%, Approaches: 28%, Meets: 20%, Masters: 15%)
37%
28%
20%
15%
White: (Average Scale Score: 1,667, Tested: 101, Did Not Meet Grade Level Performance: 25%, Approaches: 26%, Meets: 21%, Masters: 28%)
25%
26%
21%
28%
Multirace: (Average Scale Score: 1,633, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 20%, Meets: 20%, Masters: 20%)
40%
20%
20%
20%
Writing students tested: 3
Writing # Answer Documents Submitted: 3

8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,675
  • Males1,681
  • Females1,669
  • Hispanic1,678
  • White1,683
  • Multirace1,630
Math Average Scale Score:

1,675
Texas:

1,539
Math students tested: 156
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 209

Math Avg Items Correct:
  • Reporting Category 1: 2.8 (70%)
  • Reporting Category 2: 8.5 (53%)
  • Reporting Category 3: 9.6 (64%)
  • Reporting Category 4: 4.3 (61%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 4%

22%
38%
36%
4%
Males: (Average Scale Score: 1,681, Tested: 84, Did Not Meet Grade Level Performance: 18%, Approaches: 40%, Meets: 40%, Masters: 2%)
18%
40%
40%
2%
Females: (Average Scale Score: 1,669, Tested: 72, Did Not Meet Grade Level Performance: 26%, Approaches: 35%, Meets: 33%, Masters: 6%)
26%
35%
33%
6%
Hispanic: (Average Scale Score: 1,678, Tested: 74, Did Not Meet Grade Level Performance: 20%, Approaches: 42%, Meets: 33%, Masters: 5%)
20%
42%
33%
5%
White: (Average Scale Score: 1,683, Tested: 67, Did Not Meet Grade Level Performance: 19%, Approaches: 33%, Meets: 45%, Masters: 3%)
19%
33%
45%
3%
Multirace: (Average Scale Score: 1,630, Tested: 11, Did Not Meet Grade Level Performance: 36%, Approaches: 46%, Meets: 18%, Masters: 0%)
36%
46%
18%

    Reading Average Scale Score
    (8th Grade)

  • All1,676
  • Males1,663
  • Females1,689
  • Hispanic1,664
  • Black1,700
  • White1,690
  • Multirace1,641
Reading Average Scale Score:

1,676
Texas:

1,561
Reading students tested: 207
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 209

Reading Avg Items Correct:
  • Reporting Category 1: 5.6 (70%)
  • Reporting Category 2: 13.7 (72%)
  • Reporting Category 3: 11.3 (67%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 18%

20%
37%
25%
18%
Males: (Average Scale Score: 1,663, Tested: 103, Did Not Meet Grade Level Performance: 23%, Approaches: 36%, Meets: 27%, Masters: 14%)
23%
36%
27%
14%
Females: (Average Scale Score: 1,689, Tested: 104, Did Not Meet Grade Level Performance: 17%, Approaches: 38%, Meets: 23%, Masters: 22%)
17%
38%
23%
22%
Hispanic: (Average Scale Score: 1,664, Tested: 98, Did Not Meet Grade Level Performance: 21%, Approaches: 43%, Meets: 22%, Masters: 14%)
21%
43%
22%
14%
Black: (Average Scale Score: 1,700, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 33%, Masters: 17%)
17%
33%
33%
17%
White: (Average Scale Score: 1,690, Tested: 87, Did Not Meet Grade Level Performance: 20%, Approaches: 27%, Meets: 30%, Masters: 23%)
20%
27%
30%
23%
Multirace: (Average Scale Score: 1,641, Tested: 13, Did Not Meet Grade Level Performance: 23%, Approaches: 54%, Meets: 15%, Masters: 8%)
23%
54%
15%
8%

    Science Average Scale Score
    (8th Grade)

  • All4,092
  • Males4,087
  • Females4,097
  • Hispanic3,963
  • Black4,181
  • White4,230
  • Multirace4,040
Science Average Scale Score:

4,092
Texas:

3,634
Science students tested: 211
Science # Answer Documents Submitted: 211

Science Avg Items Correct:
  • Reporting Category 1: 8 (73%)
  • Reporting Category 2: 6.2 (69%)
  • Reporting Category 3: 7.6 (69%)
  • Reporting Category 4: 8 (73%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 31%

16%
27%
26%
31%
Males: (Average Scale Score: 4,087, Tested: 106, Did Not Meet Grade Level Performance: 16%, Approaches: 26%, Meets: 24%, Masters: 34%)
16%
26%
24%
34%
Females: (Average Scale Score: 4,097, Tested: 105, Did Not Meet Grade Level Performance: 16%, Approaches: 29%, Meets: 27%, Masters: 28%)
16%
29%
27%
28%
Hispanic: (Average Scale Score: 3,963, Tested: 100, Did Not Meet Grade Level Performance: 21%, Approaches: 32%, Meets: 22%, Masters: 25%)
21%
32%
22%
25%
Black: (Average Scale Score: 4,181, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 20%, Meets: 20%, Masters: 40%)
20%
20%
20%
40%
White: (Average Scale Score: 4,230, Tested: 89, Did Not Meet Grade Level Performance: 10%, Approaches: 24%, Meets: 30%, Masters: 36%)
10%
24%
30%
36%
Multirace: (Average Scale Score: 4,040, Tested: 14, Did Not Meet Grade Level Performance: 14%, Approaches: 22%, Meets: 35%, Masters: 29%)
14%
22%
35%
29%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,682
  • Males3,715
  • Females3,649
  • Hispanic3,585
  • Black3,761
  • White3,781
  • Multirace3,636
Social Studies Average Scale Score:

3,682
State:

3,461
Social Studies students tested: 210
Social Studies # Answer Documents Submitted: 211

Social Studies Avg Items Correct:
  • Reporting Category 1: 9.5 (56%)
  • Reporting Category 2: 5.6 (56%)
  • Reporting Category 3: 5.9 (59%)
  • Reporting Category 4: 3.8 (54%)

Did Not Meet Grade Level Performance: 45%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 16%

45%
28%
11%
16%
Males: (Average Scale Score: 3,715, Tested: 105, Did Not Meet Grade Level Performance: 42%, Approaches: 27%, Meets: 14%, Masters: 17%)
42%
27%
14%
17%
Females: (Average Scale Score: 3,649, Tested: 105, Did Not Meet Grade Level Performance: 49%, Approaches: 29%, Meets: 8%, Masters: 14%)
49%
29%
8%
14%
Hispanic: (Average Scale Score: 3,585, Tested: 100, Did Not Meet Grade Level Performance: 56%, Approaches: 25%, Meets: 6%, Masters: 13%)
56%
25%
6%
13%
Black: (Average Scale Score: 3,761, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 60%, Meets: 0%, Masters: 20%)
20%
60%
20%
White: (Average Scale Score: 3,781, Tested: 88, Did Not Meet Grade Level Performance: 35%, Approaches: 31%, Meets: 16%, Masters: 18%)
35%
31%
16%
18%
Multirace: (Average Scale Score: 3,636, Tested: 14, Did Not Meet Grade Level Performance: 43%, Approaches: 28%, Meets: 15%, Masters: 14%)
43%
28%
15%
14%

Health & Safety


Corporal Punishment:
Show data for
This school uses corporal punishment to discipline students
Corporal punishment refers to paddling, spanking, or other forms of physical punishment imposed on a child.
Instances of corporal punishment (Students without disabilities): 1
Students without disabilities who received corporal punishment: 2 (all male)
  • Two or More Races: 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

  • Hispanic2
  • White7
  • Multirace2
  • 5042
Chronic Student Absenteeism: 11 (male: 4, female: 7)
  • Hispanic: 2 (all female)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Borger Middle School:

19.3
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

  • Hispanic31
  • American Indian3
  • Black6
  • White45
  • LEP2
  • IDEA13
School days missed due to out-of-school suspension: 85 (male: 66, female: 19)
  • Hispanic: 31 (male: 20, female: 11)
  • American Indian / Alaska Native: 3 (all female)
  • Black: 6 (all male)
  • White: 45 (male: 40, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 13 (all male)
Instances of out-of-school suspension (Students without disabilities): 32

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

56.1
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic31
  • Black4
  • White34
  • Multirace4
  • LEP10
Students without disabilities receiving one or more in-school suspension: 73 (male: 53, female: 20)
  • Hispanic: 31 (male: 23, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 34 (male: 26, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic7
  • American Indian2
  • White5
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 14 (male: 10, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • American Indian / Alaska Native: 2 (all female)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 10 (male: 6, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 4

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

7.0
Texas:

27.5

    Students with disabilities receiving one or more in-school suspension

  • Hispanic5
  • Black2
  • White7
  • LEP2
  • 5042
Students with disabilities receiving one or more in-school suspension: 14 (male: 12, female: 2)
  • Hispanic: 5 (all male)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 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 without Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Students without Disabilities who received an expulsion with educational services per 1,000 students
Borger Middle School:

3.5
Texas:

26.6

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.

    8th grade student enrollment in Algebra I

  • Hispanic16
  • Black2
  • White22
  • Multirace2
8th grade student enrollment in Algebra I: 42 (male: 16, female: 26)
  • Hispanic: 16 (male: 5, female: 11)
  • Black: 2 (all female)
  • White: 22 (male: 11, female: 11)
  • Two or More Races: 2 (all female)
8th grade studenst who passed Algebra I: 34 (male: 14, female: 20)
  • Hispanic: 14 (male: 4, female: 10)
  • White: 20 (male: 10, female: 10)
Percent of 8th grade students who passed
Here:

81.0%
State:

87.0%

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