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Cynthia A Cockrell Elementary School in Prosper, TX
(PK-05 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 94
Address
 1075 ESCALANTE TRAIL
Prosper, TX 75078
Telephone
(469) 219-2130
(make sure to verify first before calling)
Website
http://www.prosper-isd.net
City-data.com school rating
94
Students
637
Classroom Teachers (FTE)
42.3
Free lunch eligible students
19
Reduced-price lunch
eligible students
4
School district
PROSPER 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:
LORENE ROGERS MIDDLE (2.5 miles):

96
J B WILMETH EL (2.7 miles):

96
R STEVE FOLSOM EL (2.8 miles):

96
LIZZIE NELL CUNDIFF MCCLURE EL (3.2 miles):

94
Cynthia A Cockrell Elementary School:

94
C T EDDINS EL (3.4 miles):

90
PROSPER H S (3.1 miles):

90
JIM AND BETTY HUGHES EL (2.8 miles):

85
JOHN A BAKER (2.8 miles):

82
Cynthia A Cockrell Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
Collin County:

81
Prosper:

93
Cynthia A Cockrell Elementary:

94

Students & Teachers


Total enrollment:
Enrollment in 2016: 637
Enrollment in 2015: 778
Enrollment in 2014: 832
Enrollment in 2013: 753

Cynthia A Cockrell Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04Total
All students2122120117143133637
Female students15159606371305
Male students17161578062332
American Indian/Alaska Native students - - 2 - 1 - 3
Asian students - 442 - 313
Hispanic students - 610713339
Black students12446 - 17
White students11049498120118535
Two or More Races students - 6663930

Enrollment by grade:
Pre-Kindergarten enrollment: 2
Kindergarten enrollment: 122
1st grade enrollment: 120
2nd grade enrollment: 117
3rd grade enrollment: 143
4th grade enrollment: 133

Cynthia A Cockrell Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 305 (47.9%)
Here:

47.9%
State:

49.0%
Male enrollment: 332 (52.1%)
Cynthia A Cockrell Elementary School:

52.1%
Texas:

50.1%

Cynthia A Cockrell Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 3 (0.5%)
Cynthia A Cockrell Elementary School:

0.5%
Texas:

0.4%
Asian enrollment: 13 (2.0%)
School:

2.0%
Texas:

3.1%
Hispanic enrollment: 39 (6.1%)
Cynthia A Cockrell Elementary School:

6.1%
State:

46.9%
Black enrollment: 17 (2.7%)
Cynthia A Cockrell Elementary School:

2.7%
State:

11.6%
White enrollment: 535 (84.0%)
Cynthia A Cockrell Elementary School:

84.0%
Texas:

32.3%
Two or More Races enrollment: 30 (4.7%)
Cynthia A Cockrell Elementary School:

4.7%
Texas:

2.1%

Cynthia A Cockrell Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 23 (3.6%)
School:

3.6%
Texas:

61.6%
Free lunch eligible students: 19 (3.0%)
Cynthia A Cockrell Elementary School:

3.0%
State:

55.4%
Reduced-price lunch eligible students: 4 (0.6%)
Cynthia A Cockrell Elementary School:

0.6%
State:

6.2%

Cynthia A Cockrell Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 42.3

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: 28
Number of FTE nurses: 1

Student/Teacher Ratio
School:

15.1
State:

15.6

Cynthia A Cockrell Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,825,918
  • Full-time Equivalency Count of Teachers: 40 (Salary Expenditures: $2,257,531)
  • Full-time Equivalency Count of Instructional Aides: 3 (Salary Expenditures: $83,804)
  • Full-time Equivalency Count of Support Services Staff: 10 (Salary Expenditures: $112,287)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $236,015)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $185,716

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)

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: 30 (male: 23, female: 7)
  • White: 26 (male: 19, female: 7)
  • Two or More Races: 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic4
  • American Indian2
  • Asian2
  • Black2
  • White31
  • LEP2
Students with disabilities served under Section 504: 41 (male: 18, female: 23)
  • Hispanic: 4 (male: 2, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all female)
  • Black: 2 (all female)
  • White: 31 (male: 14, female: 17)
  • Limited English Proficiency (LEP): 2 (all female)

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 Kindergarten: 6 (male: 4, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)

Percent of Kindergarten students retained
School:

4.9%
Texas:

5.2%
Total number of students retained in 1st grade: 2 (all male)
  • White: 2

Percent of 1st grade students retained
Cynthia A Cockrell Elementary School:

1.7%
Texas:

6.1%
Total number of students retained in 3rd grade: 2 (all male)
  • American Indian / Alaska Native: 2
  • Section 504: 2

Percent of 3rd grade students retained
Cynthia A Cockrell Elementary School:

1.4%
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: 39 (male: 25, female: 14)
  • White: 37 (male: 23, female: 14)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Gifted and Talented Student Enrollment per 1,000 students
Cynthia A Cockrell Elementary School:

61.2
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)

  • All1,523
  • Males1,530
  • Females1,516
  • Hispanic1,517
  • Asian1,538
  • Black1,505
  • White1,526
  • Multirace1,506
Math Average Scale Score:

1,523
Texas:

1,453
Math students tested: 177
Math # Answer Documents Submitted: 177

Math Avg Items Correct:
  • Reporting Category 1: 6.5 (81%)
  • Reporting Category 2: 9.6 (74%)
  • Reporting Category 3: 5 (71%)
  • Reporting Category 4: 3.1 (77%)

Did Not Meet Grade Level Performance: 8%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 25%
Masters Grade Level Performance: 37%

8%
30%
25%
37%
Males: (Average Scale Score: 1,530, Tested: 96, Did Not Meet Grade Level Performance: 7%, Approaches: 29%, Meets: 28%, Masters: 36%)
7%
29%
28%
36%
Females: (Average Scale Score: 1,516, Tested: 81, Did Not Meet Grade Level Performance: 9%, Approaches: 31%, Meets: 22%, Masters: 38%)
9%
31%
22%
38%
Hispanic: (Average Scale Score: 1,517, Tested: 12, Did Not Meet Grade Level Performance: 8%, Approaches: 42%, Meets: 8%, Masters: 42%)
8%
42%
8%
42%
Asian: (Average Scale Score: 1,538, Tested: 10, Did Not Meet Grade Level Performance: 10%, Approaches: 20%, Meets: 30%, Masters: 40%)
10%
20%
30%
40%
Black: (Average Scale Score: 1,505, Tested: 9, Did Not Meet Grade Level Performance: 11%, Approaches: 45%, Meets: 0%, Masters: 44%)
11%
45%
44%
White: (Average Scale Score: 1,526, Tested: 130, Did Not Meet Grade Level Performance: 8%, Approaches: 29%, Meets: 25%, Masters: 38%)
8%
29%
25%
38%
Multirace: (Average Scale Score: 1,506, Tested: 15, Did Not Meet Grade Level Performance: 7%, Approaches: 26%, Meets: 47%, Masters: 20%)
7%
26%
47%
20%

    Reading Average Scale Score
    (3rd Grade)

  • All1,481
  • Males1,456
  • Females1,511
  • Hispanic1,446
  • Asian1,526
  • Black1,473
  • White1,480
  • Multirace1,485
Reading Average Scale Score:

1,481
State:

1,423
Reading students tested: 177
Reading # Answer Documents Submitted: 177

Reading Avg Items Correct:
  • Reporting Category 1: 4.2 (85%)
  • Reporting Category 2: 10.8 (72%)
  • Reporting Category 3: 9.9 (71%)

Did Not Meet Grade Level Performance: 11%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 32%

11%
34%
23%
32%
Males: (Average Scale Score: 1,456, Tested: 96, Did Not Meet Grade Level Performance: 14%, Approaches: 40%, Meets: 22%, Masters: 24%)
14%
40%
22%
24%
Females: (Average Scale Score: 1,511, Tested: 81, Did Not Meet Grade Level Performance: 7%, Approaches: 26%, Meets: 26%, Masters: 41%)
7%
26%
26%
41%
Hispanic: (Average Scale Score: 1,446, Tested: 12, Did Not Meet Grade Level Performance: 8%, Approaches: 50%, Meets: 25%, Masters: 17%)
8%
50%
25%
17%
Asian: (Average Scale Score: 1,526, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 30%, Meets: 30%, Masters: 40%)
30%
30%
40%
Black: (Average Scale Score: 1,473, Tested: 9, Did Not Meet Grade Level Performance: 22%, Approaches: 22%, Meets: 0%, Masters: 56%)
22%
22%
56%
White: (Average Scale Score: 1,480, Tested: 130, Did Not Meet Grade Level Performance: 10%, Approaches: 35%, Meets: 25%, Masters: 30%)
10%
35%
25%
30%
Multirace: (Average Scale Score: 1,485, Tested: 15, Did Not Meet Grade Level Performance: 20%, Approaches: 27%, Meets: 20%, Masters: 33%)
20%
27%
20%
33%
4th Grade

    Math Average Scale Score
    (4th Grade)

  • All1,630
  • Males1,642
  • Females1,615
  • Hispanic1,565
  • Asian1,602
  • Black1,669
  • White1,636
  • Multirace1,574
Math Average Scale Score:

1,630
State:

1,546
Math students tested: 167
Math # Answer Documents Submitted: 167

Math Avg Items Correct:
  • Reporting Category 1: 6.6 (74%)
  • Reporting Category 2: 8.4 (76%)
  • Reporting Category 3: 7.9 (79%)
  • Reporting Category 4: 3.1 (76%)

Did Not Meet Grade Level Performance: 5%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 37%

5%
30%
28%
37%
Males: (Average Scale Score: 1,642, Tested: 91, Did Not Meet Grade Level Performance: 4%, Approaches: 28%, Meets: 30%, Masters: 38%)
4%
28%
30%
38%
Females: (Average Scale Score: 1,615, Tested: 76, Did Not Meet Grade Level Performance: 7%, Approaches: 31%, Meets: 28%, Masters: 34%)
7%
31%
28%
34%
Hispanic: (Average Scale Score: 1,565, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 75%, Meets: 12%, Masters: 13%)
75%
12%
13%
Asian: (Average Scale Score: 1,602, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 40%, Meets: 40%, Masters: 20%)
40%
40%
20%
Black: (Average Scale Score: 1,669, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 16%, Meets: 0%, Masters: 67%)
17%
16%
67%
White: (Average Scale Score: 1,636, Tested: 140, Did Not Meet Grade Level Performance: 5%, Approaches: 26%, Meets: 31%, Masters: 38%)
5%
26%
31%
38%
Multirace: (Average Scale Score: 1,574, Tested: 7, Did Not Meet Grade Level Performance: 14%, Approaches: 43%, Meets: 14%, Masters: 29%)
14%
43%
14%
29%

    Reading Average Scale Score
    (4th Grade)

  • All1,573
  • Males1,566
  • Females1,582
  • Hispanic1,570
  • Asian1,495
  • Black1,514
  • White1,581
  • Multirace1,542
Reading Average Scale Score:

1,573
Texas:

1,496
Reading students tested: 166
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 167

Reading Avg Items Correct:
  • Reporting Category 1: 6.1 (77%)
  • Reporting Category 2: 11.1 (74%)
  • Reporting Category 3: 10 (77%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 34%

9%
30%
27%
34%
Males: (Average Scale Score: 1,566, Tested: 91, Did Not Meet Grade Level Performance: 10%, Approaches: 32%, Meets: 29%, Masters: 29%)
10%
32%
29%
29%
Females: (Average Scale Score: 1,582, Tested: 75, Did Not Meet Grade Level Performance: 8%, Approaches: 28%, Meets: 23%, Masters: 41%)
8%
28%
23%
41%
Hispanic: (Average Scale Score: 1,570, Tested: 8, Did Not Meet Grade Level Performance: 0%, Approaches: 37%, Meets: 25%, Masters: 38%)
37%
25%
38%
Asian: (Average Scale Score: 1,495, Tested: 5, Did Not Meet Grade Level Performance: 20%, Approaches: 60%, Meets: 20%, Masters: 0%)
20%
60%
20%
Black: (Average Scale Score: 1,514, Tested: 6, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 33%, Masters: 17%)
17%
33%
33%
17%
White: (Average Scale Score: 1,581, Tested: 139, Did Not Meet Grade Level Performance: 8%, Approaches: 29%, Meets: 27%, Masters: 36%)
8%
29%
27%
36%
Multirace: (Average Scale Score: 1,542, Tested: 7, Did Not Meet Grade Level Performance: 29%, Approaches: 14%, Meets: 14%, Masters: 43%)
29%
14%
14%
43%
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,733
  • Males1,729
  • Females1,738
  • Hispanic1,723
  • Asian1,695
  • Black1,659
  • White1,742
Math Average Scale Score:

1,733
Texas:

1,603
Math students tested: 176
Math # Answer Documents Submitted: 176

Math Avg Items Correct:
  • Reporting Category 1: 4.8 (81%)
  • Reporting Category 2: 14.1 (83%)
  • Reporting Category 3: 7.4 (82%)
  • Reporting Category 4: 3.3 (82%)

Did Not Meet Grade Level Performance: 2%
Approaches Grade Level Performance: 10%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 60%

2%
10%
28%
60%
Males: (Average Scale Score: 1,729, Tested: 89, Did Not Meet Grade Level Performance: 2%, Approaches: 7%, Meets: 31%, Masters: 60%)
2%
7%
31%
60%
Females: (Average Scale Score: 1,738, Tested: 87, Did Not Meet Grade Level Performance: 2%, Approaches: 13%, Meets: 25%, Masters: 60%)
2%
13%
25%
60%
Hispanic: (Average Scale Score: 1,723, Tested: 14, Did Not Meet Grade Level Performance: 0%, Approaches: 21%, Meets: 29%, Masters: 50%)
21%
29%
50%
Asian: (Average Scale Score: 1,695, Tested: 6, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 17%, Masters: 50%)
33%
17%
50%
Black: (Average Scale Score: 1,659, Tested: 10, Did Not Meet Grade Level Performance: 10%, Approaches: 20%, Meets: 20%, Masters: 50%)
10%
20%
20%
50%
White: (Average Scale Score: 1,742, Tested: 142, Did Not Meet Grade Level Performance: 2%, Approaches: 7%, Meets: 28%, Masters: 63%)
2%
7%
28%
63%

    Reading Average Scale Score
    (5th Grade)

  • All1,677
  • Males1,658
  • Females1,697
  • Hispanic1,666
  • Asian1,605
  • Black1,610
  • White1,686
Reading Average Scale Score:

1,677
Texas:

1,546
Reading students tested: 175
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 176

Reading Avg Items Correct:
  • Reporting Category 1: 6.9 (86%)
  • Reporting Category 2: 13.6 (85%)
  • Reporting Category 3: 11 (79%)

Did Not Meet Grade Level Performance: 3%
Approaches Grade Level Performance: 15%
Meets Grade Level Performance: 35%
Masters Grade Level Performance: 47%

3%
15%
35%
47%
Males: (Average Scale Score: 1,658, Tested: 88, Did Not Meet Grade Level Performance: 2%, Approaches: 16%, Meets: 38%, Masters: 44%)
2%
16%
38%
44%
Females: (Average Scale Score: 1,697, Tested: 87, Did Not Meet Grade Level Performance: 5%, Approaches: 12%, Meets: 32%, Masters: 51%)
5%
12%
32%
51%
Hispanic: (Average Scale Score: 1,666, Tested: 14, Did Not Meet Grade Level Performance: 0%, Approaches: 14%, Meets: 36%, Masters: 50%)
14%
36%
50%
Asian: (Average Scale Score: 1,605, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 17%, Meets: 0%, Masters: 50%)
33%
17%
50%
Black: (Average Scale Score: 1,610, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 30%, Meets: 60%, Masters: 10%)
30%
60%
10%
White: (Average Scale Score: 1,686, Tested: 141, Did Not Meet Grade Level Performance: 2%, Approaches: 14%, Meets: 35%, Masters: 49%)
2%
14%
35%
49%

    Science Average Scale Score
    (5th Grade)

  • All3,974
  • Males3,991
  • Females3,956
  • Hispanic3,948
  • Asian3,717
  • Black3,722
  • White4,007
Science Average Scale Score:

3,974
Texas:

3,771
Science students tested: 176
Science # Answer Documents Submitted: 176

Science Avg Items Correct:
  • Reporting Category 1: 4.6 (76%)
  • Reporting Category 2: 6.1 (76%)
  • Reporting Category 3: 7.4 (74%)
  • Reporting Category 4: 8.9 (74%)

Did Not Meet Grade Level Performance: 9%
Approaches Grade Level Performance: 43%
Meets Grade Level Performance: 32%
Masters Grade Level Performance: 16%

9%
43%
32%
16%
Males: (Average Scale Score: 3,991, Tested: 89, Did Not Meet Grade Level Performance: 9%, Approaches: 44%, Meets: 27%, Masters: 20%)
9%
44%
27%
20%
Females: (Average Scale Score: 3,956, Tested: 87, Did Not Meet Grade Level Performance: 9%, Approaches: 43%, Meets: 35%, Masters: 13%)
9%
43%
35%
13%
Hispanic: (Average Scale Score: 3,948, Tested: 14, Did Not Meet Grade Level Performance: 7%, Approaches: 43%, Meets: 36%, Masters: 14%)
7%
43%
36%
14%
Asian: (Average Scale Score: 3,717, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 50%, Meets: 17%, Masters: 0%)
33%
50%
17%
Black: (Average Scale Score: 3,722, Tested: 10, Did Not Meet Grade Level Performance: 30%, Approaches: 50%, Meets: 10%, Masters: 10%)
30%
50%
10%
10%
White: (Average Scale Score: 4,007, Tested: 142, Did Not Meet Grade Level Performance: 6%, Approaches: 43%, Meets: 33%, Masters: 18%)
6%
43%
33%
18%

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: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)
Chronic Student Absenteeism per 1,000 students
Cynthia A Cockrell Elementary School:

9.4
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: 9 (all male)
  • Hispanic: 5
  • White: 4
Instances of out-of-school suspension (Students without disabilities): 50

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

78.5
State:

102.7
Students without disabilities receiving one or more in-school suspension: 9 (male: 7, female: 2)
  • Hispanic: 2 (all male)
  • White: 7 (male: 5, female: 2)
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
Students without disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
Students with disabilities receiving one or more in-school suspension: 6 (male: 4, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Section 504: 4 (male: 2, female: 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.

Expulsion without 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 not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without 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: 4 (all male)
  • Hispanic: 2
  • White: 2

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

6.3
State:

32.9
Students without Disabilities who received an expulsion without educational services: 4 (all male)
  • Hispanic: 2
  • White: 2

Students without Disabilities who received an expulsion without educational services per 1,000 students
Here:

6.3
State:

2.0

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