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Clear Fork Elementary School in Lockhart, TX
(KG-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 37
Address
 1102 CLEAR FORK ST
Lockhart, TX 78644
Telephone
(512) 398-0450
(make sure to verify first before calling)
City-data.com school rating
37
Students
575
Classroom Teachers (FTE)
36.5
Free lunch eligible students
339
Reduced-price lunch
eligible students
67
School district
LOCKHART 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:
PLUM CREEK EL (1.5 miles):

54
ALMA BREWER STRAWN EL (9.5 miles):

43
NAVARRO EL (0.2 miles):

39
LOCKHART J H (1.1 miles):

38
Clear Fork Elementary School:

37
BLUEBONNET EL (0.8 miles):

35
LOCKHART H S (0.4 miles):

26
PEGASUS SCHOOL (2.7 miles):

19
CAMINO REAL EL (10.2 miles):

15
Clear Fork Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Caldwell County:

32
Lockhart:

35
Clear Fork Elementary School:

37

Students & Teachers


Total enrollment:
Enrollment in 2016: 575
Enrollment in 2015: 585
Enrollment in 2014: 502
Enrollment in 2013: 455
Enrollment in 2012: 428
Enrollment in 2011: 423
Enrollment in 2010: 409
Enrollment in 2009: 412
Enrollment in 2008: 414
Enrollment in 2007: 410
Enrollment in 2006: 435
Enrollment in 2005: 567
Enrollment in 2004: 557
Enrollment in 2003: 570
Enrollment in 2002: 559
Enrollment in 2001: 556
Enrollment in 2000: 616
Enrollment in 1999: 599

Clear Fork Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG01G02G03G04G05Total
All students97114122119123575
Female students4550667160292
Male students5264564863283
Asian students111 - - 3
Hispanic students6574908499412
Black students1443113
White students2733253120136
Hawaiian Native/Pacific Islander students - - - - 11
Two or More Races students3221210

Enrollment by grade:
1st grade enrollment: 97
2nd grade enrollment: 114
3rd grade enrollment: 122
4th grade enrollment: 119
5th grade enrollment: 123

Clear Fork Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 292 (50.8%)
Here:

50.8%
State:

49.0%
Male enrollment: 283 (49.2%)
School:

49.2%
State:

50.1%

Clear Fork Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
Asian enrollment: 3 (0.5%)
Here:

0.5%
State:

3.1%
Hispanic enrollment: 412 (71.7%)
Clear Fork Elementary School:

71.7%
State:

46.9%
Black enrollment: 13 (2.3%)
Clear Fork Elementary School:

2.3%
State:

11.6%
White enrollment: 136 (23.7%)
School:

23.7%
State:

32.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.2%)
Clear Fork Elementary School:

0.2%
State:

0.1%
Two or More Races enrollment: 10 (1.7%)
Clear Fork Elementary School:

1.7%
Texas:

2.1%

Clear Fork Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 406 (70.6%)
Clear Fork Elementary School:

70.6%
State:

61.6%
Free lunch eligible students: 339 (59.0%)
School:

59.0%
Texas:

55.4%
Reduced-price lunch eligible students: 67 (11.7%)
Clear Fork Elementary School:

11.7%
State:

6.2%

Clear Fork Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 36.5

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 2
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 2

Student/Teacher Ratio
School:

15.8
State:

15.6

Clear Fork Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,590,026
  • Full-time Equivalency Count of Teachers: 30 (Salary Expenditures: $1,446,355)
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $46,050)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $144,191)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $90,576
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,144,061
  • Salary Expenditures for Teachers: $1,898,304
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $46,050)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $144,191)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $109,105

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 106 (male: 50, female: 56)
  • Hispanic: 106 (male: 50, female: 56)
  • Individuals With Disabilities Education Act (IDEA): 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: 103 (male: 68, female: 35)
  • Hispanic: 80 (male: 55, female: 25)
  • White: 23 (male: 13, female: 10)
  • Limited English Proficiency (LEP): 14 (male: 10, female: 4)
Students with disabilities served under Section 504: 38 (male: 19, female: 19)
  • Hispanic: 22 (male: 11, female: 11)
  • White: 16 (male: 8, female: 8)
  • 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

  • Hispanic4
  • Black2
  • LEP2
  • IDEA4
Total number of students retained in 1st grade: 6 (male: 2, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 1st grade students retained
School:

6.2%
State:

6.3%
Total number of students retained in 2nd grade: 9 (male: 2, female: 7)
  • Hispanic: 7 (male: 2, female: 5)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 2nd grade students retained
Here:

7.9%
State:

4.8%
Total number of students retained in 3rd grade: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 3rd grade students retained
School:

3.3%
Texas:

4.3%
Total number of students retained in 4th grade: 2 (all male)
  • Hispanic: 2
  • Section 504: 2

Percent of 4th grade students retained
Clear Fork Elementary School:

1.7%
Texas:

3.5%

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
  • Black4
  • White16
  • IDEA4
Gifted and Talented Student Enrollment: 24 (male: 9, female: 15)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 16 (male: 5, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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

41.7
Texas:

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)

  • All1,460
  • Males1,468
  • Females1,450
  • Hispanic1,420
  • White1,551
Math Average Scale Score:

1,460
Texas:

1,453
Math students tested: 66
Math # Answer Documents Submitted: 67

Math Avg Items Correct:
  • Reporting Category 1: 5.7 (72%)
  • Reporting Category 2: 8.6 (66%)
  • Reporting Category 3: 3.9 (56%)
  • Reporting Category 4: 2.8 (69%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 23%

21%
38%
18%
23%
Males: (Average Scale Score: 1,468, Tested: 36, Did Not Meet Grade Level Performance: 14%, Approaches: 42%, Meets: 22%, Masters: 22%)
14%
42%
22%
22%
Females: (Average Scale Score: 1,450, Tested: 30, Did Not Meet Grade Level Performance: 30%, Approaches: 33%, Meets: 14%, Masters: 23%)
30%
33%
14%
23%
Hispanic: (Average Scale Score: 1,420, Tested: 43, Did Not Meet Grade Level Performance: 30%, Approaches: 42%, Meets: 14%, Masters: 14%)
30%
42%
14%
14%
White: (Average Scale Score: 1,551, Tested: 20, Did Not Meet Grade Level Performance: 0%, Approaches: 30%, Meets: 25%, Masters: 45%)
30%
25%
45%

    Reading Average Scale Score
    (3rd Grade)

  • All1,446
  • Males1,448
  • Females1,444
  • Hispanic1,415
  • White1,511
Reading Average Scale Score:

1,446
Texas:

1,423
Reading students tested: 66
Reading # Answer Documents Submitted: 67

Reading Avg Items Correct:
  • Reporting Category 1: 4 (81%)
  • Reporting Category 2: 9.9 (66%)
  • Reporting Category 3: 9 (65%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 26%

23%
38%
13%
26%
Males: (Average Scale Score: 1,448, Tested: 36, Did Not Meet Grade Level Performance: 19%, Approaches: 39%, Meets: 11%, Masters: 31%)
19%
39%
11%
31%
Females: (Average Scale Score: 1,444, Tested: 30, Did Not Meet Grade Level Performance: 27%, Approaches: 36%, Meets: 17%, Masters: 20%)
27%
36%
17%
20%
Hispanic: (Average Scale Score: 1,415, Tested: 43, Did Not Meet Grade Level Performance: 33%, Approaches: 32%, Meets: 14%, Masters: 21%)
33%
32%
14%
21%
White: (Average Scale Score: 1,511, Tested: 20, Did Not Meet Grade Level Performance: 5%, Approaches: 45%, Meets: 10%, Masters: 40%)
5%
45%
10%
40%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,529
  • Males1,507
  • Females1,557
  • Hispanic1,494
  • White1,577
Math Average Scale Score:

1,529
State:

1,546
Math students tested: 81
Math # Answer Documents Submitted: 81

Math Avg Items Correct:
  • Reporting Category 1: 5.2 (58%)
  • Reporting Category 2: 6.7 (61%)
  • Reporting Category 3: 6.1 (61%)
  • Reporting Category 4: 2.3 (58%)

Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 22%

37%
26%
15%
22%
Males: (Average Scale Score: 1,507, Tested: 45, Did Not Meet Grade Level Performance: 40%, Approaches: 24%, Meets: 20%, Masters: 16%)
40%
24%
20%
16%
Females: (Average Scale Score: 1,557, Tested: 36, Did Not Meet Grade Level Performance: 33%, Approaches: 28%, Meets: 8%, Masters: 31%)
33%
28%
8%
31%
Hispanic: (Average Scale Score: 1,494, Tested: 47, Did Not Meet Grade Level Performance: 49%, Approaches: 25%, Meets: 7%, Masters: 19%)
49%
25%
7%
19%
White: (Average Scale Score: 1,577, Tested: 31, Did Not Meet Grade Level Performance: 19%, Approaches: 29%, Meets: 26%, Masters: 26%)
19%
29%
26%
26%

    Reading Average Scale Score
    (4th Grade)

  • All1,464
  • Males1,445
  • Females1,488
  • Hispanic1,443
  • White1,488
Reading Average Scale Score:

1,464
Texas:

1,496
Reading students tested: 81
Reading # Answer Documents Submitted: 81

Reading Avg Items Correct:
  • Reporting Category 1: 5 (63%)
  • Reporting Category 2: 8.8 (59%)
  • Reporting Category 3: 7.3 (56%)

Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 13%
Masters Grade Level Performance: 12%

40%
35%
13%
12%
Males: (Average Scale Score: 1,445, Tested: 45, Did Not Meet Grade Level Performance: 44%, Approaches: 34%, Meets: 18%, Masters: 4%)
44%
34%
18%
4%
Females: (Average Scale Score: 1,488, Tested: 36, Did Not Meet Grade Level Performance: 33%, Approaches: 39%, Meets: 6%, Masters: 22%)
33%
39%
6%
22%
Hispanic: (Average Scale Score: 1,443, Tested: 47, Did Not Meet Grade Level Performance: 47%, Approaches: 36%, Meets: 8%, Masters: 9%)
47%
36%
8%
9%
White: (Average Scale Score: 1,488, Tested: 31, Did Not Meet Grade Level Performance: 32%, Approaches: 33%, Meets: 19%, Masters: 16%)
32%
33%
19%
16%

    Writing Average Scale Score
    (4th Grade)

  • All3,374
  • Males3,179
  • Females3,618
  • Hispanic3,286
  • White3,511
Writing Average Scale Score:

3,374
State:

3,570
Writing students tested: 81
Writing # Answer Documents Submitted: 81

Writing Avg Items Correct:
  • Reporting Category 1: 3.3 (41%)
  • Reporting Category 2: 3.4 (43%)
  • Reporting Category 3: 8.3 (52%)

Did Not Meet Grade Level Performance: 67%
Approaches Grade Level Performance: 19%
Meets Grade Level Performance: 9%
Masters Grade Level Performance: 5%

67%
19%
9%
5%
Males: (Average Scale Score: 3,179, Tested: 45, Did Not Meet Grade Level Performance: 82%, Approaches: 14%, Meets: 4%, Masters: 0%)
82%
14%
4%
Females: (Average Scale Score: 3,618, Tested: 36, Did Not Meet Grade Level Performance: 47%, Approaches: 28%, Meets: 14%, Masters: 11%)
47%
28%
14%
11%
Hispanic: (Average Scale Score: 3,286, Tested: 47, Did Not Meet Grade Level Performance: 74%, Approaches: 17%, Meets: 5%, Masters: 4%)
74%
17%
5%
4%
White: (Average Scale Score: 3,511, Tested: 31, Did Not Meet Grade Level Performance: 55%, Approaches: 26%, Meets: 13%, Masters: 6%)
55%
26%
13%
6%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,609
  • Males1,601
  • Females1,618
  • Hispanic1,587
  • White1,638
Math Average Scale Score:

1,609
Texas:

1,603
Math students tested: 87
Math # Answer Documents Submitted: 87

Math Avg Items Correct:
  • Reporting Category 1: 3.7 (61%)
  • Reporting Category 2: 11.2 (66%)
  • Reporting Category 3: 6 (67%)
  • Reporting Category 4: 2.5 (62%)

Did Not Meet Grade Level Performance: 17%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 24%

17%
38%
21%
24%
Males: (Average Scale Score: 1,601, Tested: 45, Did Not Meet Grade Level Performance: 22%, Approaches: 34%, Meets: 20%, Masters: 24%)
22%
34%
20%
24%
Females: (Average Scale Score: 1,618, Tested: 42, Did Not Meet Grade Level Performance: 12%, Approaches: 43%, Meets: 21%, Masters: 24%)
12%
43%
21%
24%
Hispanic: (Average Scale Score: 1,587, Tested: 55, Did Not Meet Grade Level Performance: 22%, Approaches: 38%, Meets: 20%, Masters: 20%)
22%
38%
20%
20%
White: (Average Scale Score: 1,638, Tested: 27, Did Not Meet Grade Level Performance: 4%, Approaches: 44%, Meets: 22%, Masters: 30%)
4%
44%
22%
30%

    Reading Average Scale Score
    (5th Grade)

  • All1,540
  • Males1,521
  • Females1,560
  • Hispanic1,514
  • White1,585
Reading Average Scale Score:

1,540
State:

1,546
Reading students tested: 87
Reading # Answer Documents Submitted: 87

Reading Avg Items Correct:
  • Reporting Category 1: 5.2 (66%)
  • Reporting Category 2: 10.8 (68%)
  • Reporting Category 3: 8.7 (62%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 16%

26%
37%
21%
16%
Males: (Average Scale Score: 1,521, Tested: 45, Did Not Meet Grade Level Performance: 31%, Approaches: 45%, Meets: 13%, Masters: 11%)
31%
45%
13%
11%
Females: (Average Scale Score: 1,560, Tested: 42, Did Not Meet Grade Level Performance: 21%, Approaches: 29%, Meets: 29%, Masters: 21%)
21%
29%
29%
21%
Hispanic: (Average Scale Score: 1,514, Tested: 55, Did Not Meet Grade Level Performance: 33%, Approaches: 40%, Meets: 16%, Masters: 11%)
33%
40%
16%
11%
White: (Average Scale Score: 1,585, Tested: 27, Did Not Meet Grade Level Performance: 11%, Approaches: 37%, Meets: 30%, Masters: 22%)
11%
37%
30%
22%

    Science Average Scale Score
    (5th Grade)

  • All3,751
  • Males3,738
  • Females3,764
  • Hispanic3,598
  • White4,012
Science Average Scale Score:

3,751
State:

3,771
Science students tested: 86
Science # Answer Documents Submitted: 86

Science Avg Items Correct:
  • Reporting Category 1: 4 (67%)
  • Reporting Category 2: 5.6 (70%)
  • Reporting Category 3: 6.4 (64%)
  • Reporting Category 4: 7.6 (64%)

Did Not Meet Grade Level Performance: 34%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 9%

34%
33%
24%
9%
Males: (Average Scale Score: 3,738, Tested: 44, Did Not Meet Grade Level Performance: 36%, Approaches: 32%, Meets: 21%, Masters: 11%)
36%
32%
21%
11%
Females: (Average Scale Score: 3,764, Tested: 42, Did Not Meet Grade Level Performance: 31%, Approaches: 36%, Meets: 26%, Masters: 7%)
31%
36%
26%
7%
Hispanic: (Average Scale Score: 3,598, Tested: 55, Did Not Meet Grade Level Performance: 45%, Approaches: 35%, Meets: 15%, Masters: 5%)
45%
35%
15%
5%
White: (Average Scale Score: 4,012, Tested: 26, Did Not Meet Grade Level Performance: 8%, Approaches: 38%, Meets: 42%, Masters: 12%)
8%
38%
42%
12%

Health & Safety


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: 2 (all male)
  • White: 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

3.5
State:

17.4
Students without disabilities who received a school-related arrest: 2 (all male)
  • White: 2

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

3.5
Texas:

13.1
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2
  • Section 504: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

3.5
State:

5.4
Students with disabilities who received a school-related arrest: 2 (all male)
  • Hispanic: 2
  • Section 504: 2

Students with disabilities who received a school-related arrest per 1,000 students
Here:

3.5
State:

4.1

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

  • Hispanic52
  • Asian2
  • White13
  • LEP4
  • IDEA25
  • 5044
Chronic Student Absenteeism: 67 (male: 34, female: 33)
  • Hispanic: 52 (male: 26, female: 26)
  • Asian: 2 (all female)
  • White: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 17, female: 8)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Clear Fork Elementary School:

116.5
State:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Mechanical restraint refers to the use of any device or equipment to restrict a student's freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by a student that have been prescribed by an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:
  • Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
  • Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;
  • Restraints for medical immobilization; or Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.


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.

Seclusion refers to the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. It does not include a timeout, which is a behavior management technique that is part of an approved program, involves the monitored separation of the student in a non-locked setting, and is implemented for the purpose of calming.
Total Number of Non-IDEA students subjected to mechanical restraint: 2 (all female)
  • Black: 2

Non-IDEA students subjected to mechanical restraint per 1,000 students
School:

3.5
Texas:

3.1
Total Number of Non-IDEA students subjected to physical restraint: 2 (all female)
  • Black: 2

Non-IDEA students subjected to physical restraint per 1,000 students
Clear Fork Elementary School:

3.5
State:

2.1
Total Number of Non-IDEA students subjected to seclusion: 2 (all female)
  • Black: 2

Non-IDEA students subjected to seclusion per 1,000 students
Here:

3.5
Texas:

0.9
Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 2 (all male)

Students with disabilities (IDEA) subjected to mechanical restraint per 1,000 students
Clear Fork Elementary School:

10.4
State:

0.9
Total Number of students with disabilities (IDEA) subjected to physical restraint: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 2 (all male)

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

10.4
State:

7.2
Total Number of students with disabilities (IDEA) subjected to seclusion: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 2 (all male)

Students with disabilities (IDEA) subjected to seclusion per 1,000 students
Here:

10.4
Texas:

0.3

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

  • Hispanic13
  • LEP3
  • IDEA4
  • 5043
School days missed due to out-of-school suspension: 13 (male: 12, female: 1)
  • Hispanic: 13 (male: 12, female: 1)
  • Limited English Proficiency (LEP): 3 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 3, female: 1)
  • Section 504: 3 (all male)
Instances of out-of-school suspension (Students without disabilities): 2

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

3.5
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic13
  • Black2
  • White5
  • LEP7
Students without disabilities receiving one or more in-school suspension: 20 (male: 18, female: 2)
  • Hispanic: 13 (male: 11, female: 2)
  • Black: 2 (all male)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 2

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

3.5
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 1

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

1.7
Texas:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic10
  • White4
  • LEP4
  • 5044
Students with disabilities receiving one or more in-school suspension: 14 (male: 7, female: 7)
  • Hispanic: 10 (male: 5, female: 5)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Section 504: 2 (all male)

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