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Celina Int School in Celina, TX
(03-04 • Public • Regular School)

Address
 507 E MALONE
Celina, TX 75009
Telephone
(469) 742-9104
(make sure to verify first before calling)
Website
http://www.celinaisd.com
Students
332
Classroom Teachers (FTE)
21.8
Free lunch eligible students
88
Reduced-price lunch
eligible students
12
School district
CELINA ISD
Charter school
No
Title I status
Title I targeted assistance eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 332
Enrollment in 2015: 309
Enrollment in 2014: 462
Enrollment in 2013: 451
Enrollment in 2012: 446
Enrollment in 2011: 446
Enrollment in 2010: 451
Enrollment in 2009: 433
Enrollment in 2008: 377
Enrollment in 2007: 372
Enrollment in 2006: 363
Enrollment in 2005: 332
Enrollment in 2004: 305
Enrollment in 2003: 195
Enrollment in 2002: 193
Enrollment in 2001: 164

Celina Int School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG03G04Total
All students157175332
Female students8988177
Male students6887155
American Indian/Alaska Native students112
Asian students1 - 1
Hispanic students435093
Black students358
White students102111213
Two or More Races students7815

Enrollment by grade:
3rd grade enrollment: 157
4th grade enrollment: 175

Celina Int School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 177 (53.3%)
Celina Int School:

53.3%
State:

49.0%
Male enrollment: 155 (46.7%)
Celina Int School:

46.7%
State:

50.1%

Celina Int School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 2 (0.6%)
Celina Int School:

0.6%
Texas:

0.4%
Asian enrollment: 1 (0.3%)
School:

0.3%
Texas:

3.1%
Hispanic enrollment: 93 (28.0%)
School:

28.0%
Texas:

46.9%
Black enrollment: 8 (2.4%)
Here:

2.4%
State:

11.6%
White enrollment: 213 (64.2%)
School:

64.2%
Texas:

32.3%
Two or More Races enrollment: 15 (4.5%)
Here:

4.5%
State:

2.1%

Celina Int School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 100 (30.1%)
Here:

30.1%
Texas:

61.6%
Free lunch eligible students: 88 (26.5%)
Here:

26.5%
Texas:

55.4%
Reduced-price lunch eligible students: 12 (3.6%)
School:

3.6%
State:

6.2%

Celina Int School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 21.8

Number of FTE teachers in their first year of teaching: 1
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 9
Number of FTE nurses: 1

Student/Teacher Ratio
School:

15.3
Texas:

15.6

Celina Int School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,502,955
  • Full-time Equivalency Count of Teachers: 25 (Salary Expenditures: $973,386)
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $110,544)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $193,435)
  • Full-time Equivalency Count of School Administration Staff: 5 (Salary Expenditures: $225,587)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $95,362

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 39 (male: 14, female: 25)
  • Hispanic: 37 (male: 14, female: 23)
  • American Indian / Alaska Native: 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: 21 (male: 17, female: 4)
  • Hispanic: 7 (all male)
  • White: 14 (male: 10, female: 4)
  • Limited English Proficiency (LEP): 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic7
  • White22
  • Multirace2
  • LEP2
Students with disabilities served under Section 504: 31 (male: 19, female: 12)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 22 (male: 14, female: 8)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)

Retention:
Show data for

(State average from 2,061 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 3rd grade: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 3rd grade students retained
Celina Int School:

1.3%
Texas:

4.1%

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

  • Hispanic4
  • White19
  • Multirace4
  • IDEA2
Gifted and Talented Student Enrollment: 27 (male: 12, female: 15)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 19 (male: 8, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

81.3
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,494 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)

  • All1,558
  • Males1,553
  • Females1,564
  • Hispanic1,502
  • White1,575
  • Multirace1,626
Math Average Scale Score:

1,558
Texas:

1,457
Math students tested: 177
Math # Answer Documents Submitted: 177

Math Avg Items Correct:
  • Reporting Category 1: 6.6 (82%)
  • Reporting Category 2: 10.6 (81%)
  • Reporting Category 3: 5.2 (74%)
  • Reporting Category 4: 3.1 (77%)

Did Not Meet Grade Level Performance: 6%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 45%

6%
22%
27%
45%
Males: (Average Scale Score: 1,553, Tested: 98, Did Not Meet Grade Level Performance: 5%, Approaches: 24%, Meets: 27%, Masters: 44%)
5%
24%
27%
44%
Females: (Average Scale Score: 1,564, Tested: 79, Did Not Meet Grade Level Performance: 6%, Approaches: 22%, Meets: 25%, Masters: 47%)
6%
22%
25%
47%
Hispanic: (Average Scale Score: 1,502, Tested: 40, Did Not Meet Grade Level Performance: 10%, Approaches: 32%, Meets: 30%, Masters: 28%)
10%
32%
30%
28%
White: (Average Scale Score: 1,575, Tested: 119, Did Not Meet Grade Level Performance: 5%, Approaches: 20%, Meets: 25%, Masters: 50%)
5%
20%
25%
50%
Multirace: (Average Scale Score: 1,626, Tested: 11, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 27%, Masters: 73%)
27%
73%

    Reading Average Scale Score
    (3rd Grade)

  • All1,516
  • Males1,490
  • Females1,548
  • Hispanic1,447
  • White1,532
  • Multirace1,589
Reading Average Scale Score:

1,516
Texas:

1,422
Reading students tested: 177
Reading # Answer Documents Submitted: 177

Reading Avg Items Correct:
  • Reporting Category 1: 4.4 (87%)
  • Reporting Category 2: 11.5 (77%)
  • Reporting Category 3: 10.6 (76%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 22%
Masters Grade Level Performance: 45%

9%
24%
22%
45%
Males: (Average Scale Score: 1,490, Tested: 98, Did Not Meet Grade Level Performance: 13%, Approaches: 30%, Meets: 20%, Masters: 37%)
13%
30%
20%
37%
Females: (Average Scale Score: 1,548, Tested: 79, Did Not Meet Grade Level Performance: 4%, Approaches: 18%, Meets: 24%, Masters: 54%)
4%
18%
24%
54%
Hispanic: (Average Scale Score: 1,447, Tested: 40, Did Not Meet Grade Level Performance: 18%, Approaches: 38%, Meets: 15%, Masters: 30%)
18%
38%
15%
30%
White: (Average Scale Score: 1,532, Tested: 119, Did Not Meet Grade Level Performance: 7%, Approaches: 22%, Meets: 24%, Masters: 47%)
7%
22%
24%
47%
Multirace: (Average Scale Score: 1,589, Tested: 11, Did Not Meet Grade Level Performance: 9%, Approaches: 0%, Meets: 18%, Masters: 73%)
9%
18%
73%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,622
  • Males1,605
  • Females1,638
  • Hispanic1,572
  • White1,642
  • Multirace1,641
Math Average Scale Score:

1,622
Texas:

1,548
Math students tested: 161
Math # Answer Documents Submitted: 162

Math Avg Items Correct:
  • Reporting Category 1: 7.7 (85%)
  • Reporting Category 2: 7.6 (69%)
  • Reporting Category 3: 7.4 (74%)
  • Reporting Category 4: 3 (74%)

Did Not Meet Grade Level Performance: 10%
Approaches Grade Level Performance: 19%
Meets Grade Level Performance: 36%
Masters Grade Level Performance: 35%

10%
19%
36%
35%
Males: (Average Scale Score: 1,605, Tested: 76, Did Not Meet Grade Level Performance: 13%, Approaches: 21%, Meets: 34%, Masters: 32%)
13%
21%
34%
32%
Females: (Average Scale Score: 1,638, Tested: 85, Did Not Meet Grade Level Performance: 7%, Approaches: 18%, Meets: 36%, Masters: 39%)
7%
18%
36%
39%
Hispanic: (Average Scale Score: 1,572, Tested: 37, Did Not Meet Grade Level Performance: 22%, Approaches: 24%, Meets: 30%, Masters: 24%)
22%
24%
30%
24%
White: (Average Scale Score: 1,642, Tested: 112, Did Not Meet Grade Level Performance: 5%, Approaches: 17%, Meets: 39%, Masters: 39%)
5%
17%
39%
39%
Multirace: (Average Scale Score: 1,641, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 25%, Meets: 37%, Masters: 38%)
25%
37%
38%

    Reading Average Scale Score
    (4th Grade)

  • All1,588
  • Males1,569
  • Females1,605
  • Hispanic1,516
  • White1,614
  • Multirace1,618
Reading Average Scale Score:

1,588
State:

1,494
Reading students tested: 160
Reading # Answer Documents Submitted: 162

Reading Avg Items Correct:
  • Reporting Category 1: 6.6 (82%)
  • Reporting Category 2: 11.8 (79%)
  • Reporting Category 3: 9.3 (71%)

Did Not Meet Grade Level Performance: 12%
Approaches Grade Level Performance: 24%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 43%

12%
24%
21%
43%
Males: (Average Scale Score: 1,569, Tested: 75, Did Not Meet Grade Level Performance: 16%, Approaches: 28%, Meets: 23%, Masters: 33%)
16%
28%
23%
33%
Females: (Average Scale Score: 1,605, Tested: 85, Did Not Meet Grade Level Performance: 8%, Approaches: 21%, Meets: 19%, Masters: 52%)
8%
21%
19%
52%
Hispanic: (Average Scale Score: 1,516, Tested: 37, Did Not Meet Grade Level Performance: 16%, Approaches: 46%, Meets: 19%, Masters: 19%)
16%
46%
19%
19%
White: (Average Scale Score: 1,614, Tested: 111, Did Not Meet Grade Level Performance: 11%, Approaches: 17%, Meets: 20%, Masters: 52%)
11%
17%
20%
52%
Multirace: (Average Scale Score: 1,618, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 12%, Meets: 38%, Masters: 50%)
12%
38%
50%

    Writing Average Scale Score
    (4th Grade)

  • All4,018
  • Males3,907
  • Females4,117
  • Hispanic3,824
  • White4,081
  • Multirace4,343
Writing Average Scale Score:

4,018
State:

3,668
Writing students tested: 162
Writing # Answer Documents Submitted: 163

Writing Avg Items Correct:
  • Reporting Category 1: 4.2 (52%)
  • Reporting Category 2: 5.9 (74%)
  • Reporting Category 3: 12 (75%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 30%
Masters Grade Level Performance: 19%

16%
35%
30%
19%
Males: (Average Scale Score: 3,907, Tested: 76, Did Not Meet Grade Level Performance: 24%, Approaches: 33%, Meets: 30%, Masters: 13%)
24%
33%
30%
13%
Females: (Average Scale Score: 4,117, Tested: 86, Did Not Meet Grade Level Performance: 9%, Approaches: 36%, Meets: 32%, Masters: 23%)
9%
36%
32%
23%
Hispanic: (Average Scale Score: 3,824, Tested: 37, Did Not Meet Grade Level Performance: 22%, Approaches: 43%, Meets: 27%, Masters: 8%)
22%
43%
27%
8%
White: (Average Scale Score: 4,081, Tested: 113, Did Not Meet Grade Level Performance: 14%, Approaches: 32%, Meets: 34%, Masters: 20%)
14%
32%
34%
20%
Multirace: (Average Scale Score: 4,343, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 37%, Meets: 13%, Masters: 50%)
37%
13%
50%
4th Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1

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

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

Health & Safety


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

  • Hispanic4
  • Black2
  • White7
  • LEP2
  • IDEA4
  • 5044
Chronic Student Absenteeism: 13 (male: 6, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Celina Int School:

39.2
State:

147.9

Suspensions:
Show data for

(State average from 3,231 schools)
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.
Students without disabilities receiving one or more in-school suspension: 6 (male: 4, female: 2)
  • Black: 2 (all male)
  • White: 4 (male: 2, female: 2)

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