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Gatesville J H School in Gatesville, TX
(07-08 • 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 43
Address
 307 S LOVERS LN
Gatesville, TX 76528
Telephone
(254) 865-8271
(make sure to verify first before calling)
Website
http://jh.gatesvilleisd.org
City-data.com school rating
43
Students
447
Classroom Teachers (FTE)
30.7
Free lunch eligible students
184
Reduced-price lunch
eligible students
44
School district
GATESVILLE ISD
Charter school
No
Title I status
Title I schoolwide eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
CRAWFORD EL (17.6 miles):

95
CRAWFORD H S (17.6 miles):

86
GATESVILLE H S (0.1 miles):

62
JONESBORO SCHOOL (16.0 miles):

45
Gatesville J H School:

43
OGLESBY SCHOOL (12.5 miles):

36
GATESVILLE INT (0.2 miles):

33
Gatesville J H School rating compared to average state, county and city schools ratings:
Texas:

54
Coryell County:

51
Gatesville:

46
Gatesville J H School:

43

Students & Teachers


Total enrollment:
Enrollment in 2016: 447
Enrollment in 2015: 450
Enrollment in 2014: 473
Enrollment in 2013: 444
Enrollment in 2012: 412
Enrollment in 2011: 424
Enrollment in 2010: 411
Enrollment in 2009: 410
Enrollment in 2008: 408
Enrollment in 2007: 423
Enrollment in 2006: 424
Enrollment in 2005: 428
Enrollment in 2004: 414
Enrollment in 2003: 406
Enrollment in 2002: 442
Enrollment in 2001: 430
Enrollment in 2000: 399
Enrollment in 1999: 407

Gatesville J H School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08Total
All students225222447
Female students110107217
Male students115115230
American Indian/Alaska Native students - 11
Asian students213
Hispanic students475299
Black students358
White students157154311
Two or More Races students16925

Enrollment by grade:
7th grade enrollment: 225
8th grade enrollment: 222

Gatesville J H School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 217 (48.5%)
School:

48.5%
Texas:

49.0%
Male enrollment: 230 (51.5%)
Here:

51.5%
Texas:

50.1%

Gatesville J H School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.2%)
Gatesville J H School:

0.2%
Texas:

0.4%
Asian enrollment: 3 (0.7%)
Gatesville J H School:

0.7%
Texas:

3.1%
Hispanic enrollment: 99 (22.1%)
Gatesville J H School:

22.1%
Texas:

46.9%
Black enrollment: 8 (1.8%)
Gatesville J H School:

1.8%
Texas:

11.6%
White enrollment: 311 (69.6%)
Gatesville J H School:

69.6%
State:

32.3%
Two or More Races enrollment: 25 (5.6%)
Gatesville J H School:

5.6%
State:

2.1%

Gatesville J H School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 228 (51.0%)
Gatesville J H School:

51.0%
Texas:

61.6%
Free lunch eligible students: 184 (41.2%)
Gatesville J H School:

41.2%
State:

55.4%
Reduced-price lunch eligible students: 44 (9.8%)
School:

9.8%
State:

6.2%

Gatesville J H School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 30.7

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 5
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 7
Number of FTE nurses: 1

Student/Teacher Ratio
Here:

14.6
State:

15.6

Gatesville J H School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,626,015
  • Full-time Equivalency Count of Teachers: 28.9 (Salary Expenditures: $1,122,173)
  • Full-time Equivalency Count of Instructional Aides: 2.7 (Salary Expenditures: $58,360)
  • Full-time Equivalency Count of Support Services Staff: 5.7 (Salary Expenditures: $254,044)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $191,438)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $198,084
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,635,737
  • Salary Expenditures for Teachers: $1,256,402
  • Full-time Equivalency Count of Instructional Aides: 3.5 (Salary Expenditures: $71,885)
  • Full-time Equivalency Count of Support Services Staff: 6 (Salary Expenditures: $264,555)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $191,438)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $198,646

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 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: 50 (male: 30, female: 20)
  • Hispanic: 14 (male: 7, female: 7)
  • White: 32 (male: 19, female: 13)
  • Two or More Races: 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic13
  • American Indian2
  • Asian2
  • Black2
  • White49
  • Multirace4
  • LEP4
Students with disabilities served under Section 504: 72 (male: 40, female: 32)
  • Hispanic: 13 (male: 8, female: 5)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all female)
  • Black: 2 (all male)
  • White: 49 (male: 26, female: 23)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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:

0.9%
Texas:

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: 41 (male: 25, female: 16)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 37 (male: 23, female: 14)

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

91.7
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

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

    Algebra I Average Scale Score

  • All4,486
  • Males4,492
  • Females4,481
  • Hispanic4,446
  • White4,482
Algebra I Average Scale Score:

4,486
Texas:

4,001
Algebra I students tested: 44
Algebra I # Answer Documents Submitted: 44

Algebra I Avg Items Correct:
  • Reporting Category 1: 8.7 (79%)
  • Reporting Category 2: 9.9 (82%)
  • Reporting Category 3: 11 (79%)
  • Reporting Category 4: 8.5 (77%)
  • Reporting Category 5: 5.4 (89%)

Did Not Meet Grade Level Performance: 0%
Approaches Grade Level Performance: 0%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 73%

27%
73%
Males: (Average Scale Score: 4,492, Tested: 20, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 25%, Masters: 75%)
25%
75%
Females: (Average Scale Score: 4,481, Tested: 24, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 29%, Masters: 71%)
29%
71%
Hispanic: (Average Scale Score: 4,446, Tested: 5, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 60%, Masters: 40%)
60%
40%
White: (Average Scale Score: 4,482, Tested: 36, Did Not Meet Grade Level Performance: 0%, Approaches: 0%, Meets: 25%, Masters: 75%)
25%
75%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,613
  • Males1,605
  • Females1,621
  • Hispanic1,609
  • White1,617
Math Average Scale Score:

1,613
State:

1,571
Math students tested: 165
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 235

Math Avg Items Correct:
  • Reporting Category 1: 3.1 (52%)
  • Reporting Category 2: 7.2 (48%)
  • Reporting Category 3: 5.6 (47%)
  • Reporting Category 4: 2.8 (41%)

Did Not Meet Grade Level Performance: 41%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 4%

41%
35%
20%
4%
Males: (Average Scale Score: 1,605, Tested: 84, Did Not Meet Grade Level Performance: 44%, Approaches: 33%, Meets: 22%, Masters: 1%)
44%
33%
22%
1%
Females: (Average Scale Score: 1,621, Tested: 81, Did Not Meet Grade Level Performance: 37%, Approaches: 37%, Meets: 19%, Masters: 7%)
37%
37%
19%
7%
Hispanic: (Average Scale Score: 1,609, Tested: 41, Did Not Meet Grade Level Performance: 44%, Approaches: 32%, Meets: 22%, Masters: 2%)
44%
32%
22%
2%
White: (Average Scale Score: 1,617, Tested: 115, Did Not Meet Grade Level Performance: 39%, Approaches: 36%, Meets: 20%, Masters: 5%)
39%
36%
20%
5%

    Reading Average Scale Score
    (7th Grade)

  • All1,628
  • Males1,626
  • Females1,630
  • Hispanic1,594
  • White1,637
  • Multirace1,644
Reading Average Scale Score:

1,628
Texas:

1,550
Reading students tested: 232
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 235

Reading Avg Items Correct:
  • Reporting Category 1: 5.2 (65%)
  • Reporting Category 2: 11.1 (62%)
  • Reporting Category 3: 10.1 (63%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 22%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 22%

36%
22%
20%
22%
Males: (Average Scale Score: 1,626, Tested: 120, Did Not Meet Grade Level Performance: 41%, Approaches: 17%, Meets: 17%, Masters: 25%)
41%
17%
17%
25%
Females: (Average Scale Score: 1,630, Tested: 112, Did Not Meet Grade Level Performance: 30%, Approaches: 28%, Meets: 22%, Masters: 20%)
30%
28%
22%
20%
Hispanic: (Average Scale Score: 1,594, Tested: 50, Did Not Meet Grade Level Performance: 42%, Approaches: 28%, Meets: 10%, Masters: 20%)
42%
28%
10%
20%
White: (Average Scale Score: 1,637, Tested: 167, Did Not Meet Grade Level Performance: 34%, Approaches: 21%, Meets: 22%, Masters: 23%)
34%
21%
22%
23%
Multirace: (Average Scale Score: 1,644, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 14%, Meets: 14%, Masters: 29%)
43%
14%
14%
29%

    Writing Average Scale Score
    (7th Grade)

  • All3,683
  • Males3,622
  • Females3,746
  • Hispanic3,558
  • White3,733
  • Multirace3,514
Writing Average Scale Score:

3,683
State:

3,515
Writing students tested: 231
# Absent - Not Tested: 1
Writing # Answer Documents Submitted: 233

Writing Avg Items Correct:
  • Reporting Category 1: 7.4 (46%)
  • Reporting Category 2: 8.3 (64%)
  • Reporting Category 3: 11.2 (66%)

Did Not Meet Grade Level Performance: 39%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 6%

39%
27%
28%
6%
Males: (Average Scale Score: 3,622, Tested: 118, Did Not Meet Grade Level Performance: 46%, Approaches: 19%, Meets: 29%, Masters: 6%)
46%
19%
29%
6%
Females: (Average Scale Score: 3,746, Tested: 113, Did Not Meet Grade Level Performance: 31%, Approaches: 35%, Meets: 28%, Masters: 6%)
31%
35%
28%
6%
Hispanic: (Average Scale Score: 3,558, Tested: 49, Did Not Meet Grade Level Performance: 45%, Approaches: 35%, Meets: 16%, Masters: 4%)
45%
35%
16%
4%
White: (Average Scale Score: 3,733, Tested: 167, Did Not Meet Grade Level Performance: 35%, Approaches: 27%, Meets: 31%, Masters: 7%)
35%
27%
31%
7%
Multirace: (Average Scale Score: 3,514, Tested: 7, Did Not Meet Grade Level Performance: 57%, Approaches: 14%, Meets: 29%, Masters: 0%)
57%
14%
29%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,671
  • Males1,672
  • Females1,670
  • Hispanic1,637
  • Black1,629
  • White1,680
  • Multirace1,730
Math Average Scale Score:

1,671
State:

1,539
Math students tested: 243
# Absent - Not Tested: 2
Math # Answer Documents Submitted: 289

Math Avg Items Correct:
  • Reporting Category 1: 2.5 (63%)
  • Reporting Category 2: 9.2 (57%)
  • Reporting Category 3: 8.8 (59%)
  • Reporting Category 4: 4.2 (60%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 42%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 6%

21%
42%
31%
6%
Males: (Average Scale Score: 1,672, Tested: 127, Did Not Meet Grade Level Performance: 27%, Approaches: 33%, Meets: 32%, Masters: 8%)
27%
33%
32%
8%
Females: (Average Scale Score: 1,670, Tested: 116, Did Not Meet Grade Level Performance: 15%, Approaches: 51%, Meets: 30%, Masters: 4%)
15%
51%
30%
4%
Hispanic: (Average Scale Score: 1,637, Tested: 51, Did Not Meet Grade Level Performance: 41%, Approaches: 35%, Meets: 18%, Masters: 6%)
41%
35%
18%
6%
Black: (Average Scale Score: 1,629, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 50%, Meets: 17%, Masters: 0%)
33%
50%
17%
White: (Average Scale Score: 1,680, Tested: 175, Did Not Meet Grade Level Performance: 15%, Approaches: 44%, Meets: 35%, Masters: 6%)
15%
44%
35%
6%
Multirace: (Average Scale Score: 1,730, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 43%, Meets: 43%, Masters: 14%)
43%
43%
14%

    Reading Average Scale Score
    (8th Grade)

  • All1,658
  • Males1,640
  • Females1,676
  • Hispanic1,613
  • Black1,627
  • White1,673
  • Multirace1,648
Reading Average Scale Score:

1,658
State:

1,561
Reading students tested: 217
# Absent - Not Tested: 2
Reading # Answer Documents Submitted: 288

Reading Avg Items Correct:
  • Reporting Category 1: 5.5 (68%)
  • Reporting Category 2: 13.3 (70%)
  • Reporting Category 3: 10.5 (61%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 18%

30%
32%
20%
18%
Males: (Average Scale Score: 1,640, Tested: 110, Did Not Meet Grade Level Performance: 35%, Approaches: 34%, Meets: 16%, Masters: 15%)
35%
34%
16%
15%
Females: (Average Scale Score: 1,676, Tested: 107, Did Not Meet Grade Level Performance: 24%, Approaches: 30%, Meets: 25%, Masters: 21%)
24%
30%
25%
21%
Hispanic: (Average Scale Score: 1,613, Tested: 47, Did Not Meet Grade Level Performance: 40%, Approaches: 34%, Meets: 22%, Masters: 4%)
40%
34%
22%
4%
Black: (Average Scale Score: 1,627, Tested: 6, Did Not Meet Grade Level Performance: 50%, Approaches: 33%, Meets: 0%, Masters: 17%)
50%
33%
17%
White: (Average Scale Score: 1,673, Tested: 156, Did Not Meet Grade Level Performance: 26%, Approaches: 31%, Meets: 21%, Masters: 22%)
26%
31%
21%
22%
Multirace: (Average Scale Score: 1,648, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 40%, Meets: 0%, Masters: 20%)
40%
40%
20%

    Science Average Scale Score
    (8th Grade)

  • All3,957
  • Males3,979
  • Females3,934
  • Hispanic3,741
  • Black3,925
  • White4,021
  • Multirace3,858
Science Average Scale Score:

3,957
Texas:

3,634
Science students tested: 210
# Absent - Not Tested: 4
Science # Answer Documents Submitted: 214

Science Avg Items Correct:
  • Reporting Category 1: 7.3 (67%)
  • Reporting Category 2: 6 (67%)
  • Reporting Category 3: 7.3 (66%)
  • Reporting Category 4: 7.5 (68%)

Did Not Meet Grade Level Performance: 25%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 23%

25%
26%
26%
23%
Males: (Average Scale Score: 3,979, Tested: 106, Did Not Meet Grade Level Performance: 25%, Approaches: 24%, Meets: 25%, Masters: 26%)
25%
24%
25%
26%
Females: (Average Scale Score: 3,934, Tested: 104, Did Not Meet Grade Level Performance: 25%, Approaches: 29%, Meets: 26%, Masters: 20%)
25%
29%
26%
20%
Hispanic: (Average Scale Score: 3,741, Tested: 43, Did Not Meet Grade Level Performance: 40%, Approaches: 30%, Meets: 18%, Masters: 12%)
40%
30%
18%
12%
Black: (Average Scale Score: 3,925, Tested: 6, Did Not Meet Grade Level Performance: 33%, Approaches: 17%, Meets: 17%, Masters: 33%)
33%
17%
17%
33%
White: (Average Scale Score: 4,021, Tested: 153, Did Not Meet Grade Level Performance: 20%, Approaches: 26%, Meets: 28%, Masters: 26%)
20%
26%
28%
26%
Multirace: (Average Scale Score: 3,858, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 20%, Meets: 20%, Masters: 20%)
40%
20%
20%
20%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,625
  • Males3,658
  • Females3,591
  • Hispanic3,480
  • Black3,609
  • White3,676
  • Multirace3,382
Social Studies Average Scale Score:

3,625
State:

3,461
Social Studies students tested: 209
# Absent - Not Tested: 5
Social Studies # Answer Documents Submitted: 214

Social Studies Avg Items Correct:
  • Reporting Category 1: 9.5 (56%)
  • Reporting Category 2: 5.2 (52%)
  • Reporting Category 3: 5.4 (54%)
  • Reporting Category 4: 3.9 (56%)

Did Not Meet Grade Level Performance: 44%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 9%

44%
36%
11%
9%
Males: (Average Scale Score: 3,658, Tested: 105, Did Not Meet Grade Level Performance: 41%, Approaches: 35%, Meets: 13%, Masters: 11%)
41%
35%
13%
11%
Females: (Average Scale Score: 3,591, Tested: 104, Did Not Meet Grade Level Performance: 47%, Approaches: 38%, Meets: 8%, Masters: 7%)
47%
38%
8%
7%
Hispanic: (Average Scale Score: 3,480, Tested: 43, Did Not Meet Grade Level Performance: 56%, Approaches: 37%, Meets: 2%, Masters: 5%)
56%
37%
2%
5%
Black: (Average Scale Score: 3,609, Tested: 6, Did Not Meet Grade Level Performance: 67%, Approaches: 0%, Meets: 16%, Masters: 17%)
67%
16%
17%
White: (Average Scale Score: 3,676, Tested: 152, Did Not Meet Grade Level Performance: 39%, Approaches: 38%, Meets: 12%, Masters: 11%)
39%
38%
12%
11%
Multirace: (Average Scale Score: 3,382, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 40%, Meets: 0%, Masters: 0%)
60%
40%

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

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

8.9
Texas:

17.4
Students without disabilities who received a school-related arrest: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Two or More Races: 2 (all male)

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

8.9
Texas:

13.1

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): 7
Students without disabilities who received corporal punishment: 7 (all male)
  • Hispanic: 2
  • White: 5
Instances of corporal punishment (Students with disabilities): 5
Students with disabilities who received corporal punishment: 4 (all male)
  • White: 2
  • Two or More Races: 2
  • Section 504: 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

  • Hispanic19
  • Black2
  • White61
  • Multirace4
  • LEP2
  • IDEA16
  • 50416
Chronic Student Absenteeism: 86 (male: 33, female: 53)
  • Hispanic: 19 (male: 8, female: 11)
  • Black: 2 (all female)
  • White: 61 (male: 23, female: 38)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)
  • Section 504: 16 (male: 5, female: 11)
Chronic Student Absenteeism per 1,000 students
Here:

192.4
Texas:

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.
Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 2 (all male)
  • Hispanic: 2

Students with disabilities (IDEA) subjected to mechanical restraint per 1,000 students
Gatesville J H School:

4.5
Texas:

0.9

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

  • Hispanic24
  • Black2
  • White59
  • Multirace3
  • LEP2
  • IDEA55
  • 50416
School days missed due to out-of-school suspension: 88 (male: 87, female: 1)
  • Hispanic: 24 (all male)
  • Black: 2 (all male)
  • White: 59 (male: 58, female: 1)
  • Two or More Races: 3 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 55 (male: 54, female: 1)
  • Section 504: 16 (male: 15, female: 1)
Instances of out-of-school suspension (Students without disabilities): 19

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

42.5
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic16
  • Black2
  • White37
  • Multirace7
  • LEP2
Students without disabilities receiving one or more in-school suspension: 62 (male: 44, female: 18)
  • Hispanic: 16 (male: 11, female: 5)
  • Black: 2 (all male)
  • White: 37 (male: 26, female: 11)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
Students without disabilities receiving only one out-of-school suspension: 9 (all male)
  • Black: 2
  • White: 5
  • Two or More Races: 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2
Instances of out-of-school suspension (Students with disabilities): 23

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

51.5
Texas:

27.5
Instances of out-of-school suspension (Section 504 only): 8

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

17.9
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic4
  • White13
  • Multirace2
  • LEP4
  • 50422
Students with disabilities receiving one or more in-school suspension: 19 (male: 12, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 13 (male: 8, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 22 (male: 17, female: 5)
Students with disabilities receiving only one out-of-school suspension: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)
  • Section 504: 7 (male: 5, female: 2)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic2
  • White2
  • LEP2
  • 5042
Students with disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Limited English Proficiency (LEP): 2
  • Section 504: 2

Expulsions:
Show data for

(State average from 1,623 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • Hispanic: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
Gatesville J H School:

4.5
State:

10.5

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: 34 (male: 10, female: 24)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 28 (male: 8, female: 20)
  • Two or More Races: 2 (all female)
8th grade studenst who passed Algebra I: 33 (male: 14, female: 19)
  • Hispanic: 4 (all male)
  • White: 29 (male: 10, female: 19)
Percent of 8th grade students who passed
School:

97.1%
Texas:

87.0%

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