Lyles Middle School in Garland, TX
(06-09 • 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 21
- Address
- 4655 S COUNTRY CLUB RD
Garland, TX 75043
- Telephone
- (972) 240-3720
(make sure to verify first before calling)
- City-data.com school rating
- 21
- Students
- 949
- Classroom Teachers (FTE)
- 61.6
- Free lunch eligible students
- 681
- Reduced-price lunch
eligible students - 83
- School district
- GARLAND 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:
CLASSICAL CENTER AT BRANDENBURG MIDDLE (1.3 miles): | 89 |
CLASSICAL CENTER AT VIAL EL (1.2 miles): | 88 |
SHUGART EL (0.2 miles): | 57 |
LAKEVIEW CENTENNIAL H S (0.9 miles): | 47 |
HANDLEY EL (1.2 miles): | 45 |
GEORGE WASHINGTON CARVER EL (0.7 miles): | 31 |
GLEN COUCH EL (1.4 miles): | 30 |
Lyles Middle School: | 21 |
TOLER EL (1.7 miles): | 13 |
Lyles Middle School rating compared to average state, county and city schools ratings:
Texas: | 54 |
Dallas County: | 53 |
Garland: | 50 |
Lyles Middle School: | 21 |
Students & Teachers
Total enrollment:
Enrollment in 2016: 949
Enrollment in 2015: 854
Enrollment in 2014: 854
Enrollment in 2013: 916
Enrollment in 2012: 920
Enrollment in 2011: 954
Enrollment in 2010: 938
Enrollment in 2009: 969
Enrollment in 2008: 991
Enrollment in 2007: 973
Enrollment in 2006: 1,032
Enrollment in 2005: 1,023
Enrollment in 2004: 1,029
Enrollment in 2003: 978
Enrollment in 2002: 1,085
Enrollment in 2001: 1,023
Enrollment in 2000: 1,084
Enrollment in 1999: 1,112
Enrollment in 2015: 854
Enrollment in 2014: 854
Enrollment in 2013: 916
Enrollment in 2012: 920
Enrollment in 2011: 954
Enrollment in 2010: 938
Enrollment in 2009: 969
Enrollment in 2008: 991
Enrollment in 2007: 973
Enrollment in 2006: 1,032
Enrollment in 2005: 1,023
Enrollment in 2004: 1,029
Enrollment in 2003: 978
Enrollment in 2002: 1,085
Enrollment in 2001: 1,023
Enrollment in 2000: 1,084
Enrollment in 1999: 1,112
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G06 | G07 | G08 | Total |
---|---|---|---|---|
All students | 334 | 277 | 338 | 949 |
Female students | 157 | 148 | 141 | 446 |
Male students | 177 | 129 | 197 | 503 |
American Indian/Alaska Native students | 2 | 1 | - | 3 |
Asian students | 16 | 13 | 16 | 45 |
Hispanic students | 153 | 135 | 154 | 442 |
Black students | 125 | 88 | 127 | 340 |
White students | 32 | 34 | 35 | 101 |
Hawaiian Native/Pacific Islander students | - | - | 1 | 1 |
Two or More Races students | 6 | 6 | 5 | 17 |
Enrollment by grade:
6th grade enrollment: 334
7th grade enrollment: 277
8th grade enrollment: 338
7th grade enrollment: 277
8th grade enrollment: 338
Lyles Middle School - Historical enrollment by grade
Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 446 (47.0%)
Lyles Middle School: | 47.0% |
State: | 49.0% |
Male enrollment: 503 (53.0%)
Lyles Middle School: | 53.0% |
Texas: | 50.1% |
Lyles Middle School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 3 (0.3%)
School: | 0.3% |
Texas: | 0.4% |
Asian enrollment: 45 (4.7%)
School: | 4.7% |
State: | 3.1% |
Hispanic enrollment: 442 (46.6%)
Here: | 46.6% |
State: | 46.9% |
Black enrollment: 340 (35.8%)
School: | 35.8% |
Texas: | 11.6% |
White enrollment: 101 (10.6%)
Lyles Middle School: | 10.6% |
State: | 32.3% |
Hawaiian Native/Pacific Islander enrollment: 1 (0.1%)
Lyles Middle School: | 0.1% |
Texas: | 0.1% |
Two or More Races enrollment: 17 (1.8%)
School: | 1.8% |
Texas: | 2.1% |
Lyles Middle School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 764 (80.5%)
Here: | 80.5% |
State: | 61.6% |
Free lunch eligible students: 681 (71.8%)
Lyles Middle School: | 71.8% |
Texas: | 55.4% |
Reduced-price lunch eligible students: 83 (8.7%)
Lyles Middle School: | 8.7% |
State: | 6.2% |
Lyles Middle School - Lunch Program Eligibility
Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 61.6
Number of FTE teachers in their second year of teaching: 5
Number of FTE school counselors: 2.5
Number of FTE teachers who were absent more than 10 school days during the school years: 13
Number of FTE nurses: 1
Student/Teacher Ratio
Number of FTE teachers in their second year of teaching: 5
Number of FTE school counselors: 2.5
Number of FTE teachers who were absent more than 10 school days during the school years: 13
Number of FTE nurses: 1
Student/Teacher Ratio
School: | 15.4 |
State: | 15.6 |
Lyles Middle School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,298,937
- Full-time Equivalency Count of Teachers: 60 (Salary Expenditures: $3,237,858)
- Full-time Equivalency Count of Instructional Aides: 7 (Salary Expenditures: $140,077)
- Full-time Equivalency Count of Support Services Staff: 14.5 (Salary Expenditures: $562,170)
- Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $358,833)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $63,864
- Salary Expenditures for Teachers: $63,864
Limited English Proficiency:
Show data for
- Hispanic127
- Asian13
- Black4
- White2
- IDEA22
Students Enrolled in LEP Programs
- Hispanic: 127 (male: 74, female: 53)
- Asian: 13 (male: 8, female: 5)
- Black: 4 (male: 2, female: 2)
- White: 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 22 (male: 14, female: 8)
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 (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.
- Hispanic41
- Asian4
- Black53
- White17
- LEP20
Students with disabilities served under IDEA
- Hispanic: 41 (male: 25, female: 16)
- Asian: 4 (all male)
- Black: 53 (male: 34, female: 19)
- White: 17 (male: 13, female: 4)
- Limited English Proficiency (LEP): 20 (male: 13, female: 7)
- Hispanic4
- Black13
- White10
- Multirace2
- LEP2
Students with disabilities served under Section 504
- Hispanic: 4 (male: 2, female: 2)
- Black: 13 (male: 8, female: 5)
- White: 10 (male: 8, female: 2)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 2 (all female)
Retention:
Show data for
(State average from 748 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 6th grade: 2 (all female)
Percent of 6th grade students retained
Total number of students retained in 7th grade: 4 (all male)
Percent of 7th grade students retained
Total number of students retained in 8th grade: 2 (all male)
Percent of 8th grade students retained
- Hispanic: 2
Percent of 6th grade students retained
Lyles Middle School: | 0.6% |
State: | 6.3% |
Total number of students retained in 7th grade: 4 (all male)
- Black: 2
- White: 2
- Individuals With Disabilities Education Act (IDEA): 2
Percent of 7th grade students retained
Lyles Middle School: | 1.4% |
State: | 6.0% |
Total number of students retained in 8th grade: 2 (all male)
- Hispanic: 2
- Individuals With Disabilities Education Act (IDEA): 2
Percent of 8th grade students retained
Lyles Middle School: | 0.6% |
Texas: | 7.0% |
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/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.
- Hispanic7
- Black4
- White2
- LEP2
Gifted and Talented Student Enrollment
- Hispanic: 7 (male: 5, female: 2)
- Black: 4 (male: 2, female: 2)
- White: 2 (all male)
- Limited English Proficiency (LEP): 2 (all male)
Gifted and Talented Student Enrollment per 1,000 students
Here: | 13.7 |
State: | 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 students tested: 85
Algebra I # Answer Documents Submitted: 86
Algebra I Avg Items Correct:
Did Not Meet Grade Level Performance: 4%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 34%
Masters Grade Level Performance: 39%
6th Grade
Math students tested: 253
Math # Answer Documents Submitted: 253
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 4%
Reading students tested: 253
Reading # Answer Documents Submitted: 253
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 53%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 7%
7th Grade
Math students tested: 236
Math # Answer Documents Submitted: 285
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 53%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 7%
Masters Grade Level Performance: 4%
Reading students tested: 284
Reading # Answer Documents Submitted: 284
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 12%
Writing students tested: 285
Writing # Answer Documents Submitted: 285
Writing Avg Items Correct:
Did Not Meet Grade Level Performance: 53%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 4%
8th Grade
Math students tested: 282
Math # Answer Documents Submitted: 367
Math Avg Items Correct:
Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 3%
Reading students tested: 315
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 367
Reading Avg Items Correct:
Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 12%
Science students tested: 313
Science # Answer Documents Submitted: 315
Science Avg Items Correct:
Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 4%
Social Studies students tested: 315
Social Studies # Answer Documents Submitted: 315
Social Studies Avg Items Correct:
Did Not Meet Grade Level Performance: 60%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 7%
Masters Grade Level Performance: 3%
- All4,199
- Males4,283
- Females4,116
- Hispanic4,084
- Asian4,535
- Black4,174
- White4,203
Algebra I Average Scale Score
Algebra I Average Scale Score: | 4,199 |
Texas: | 4,001 |
Algebra I # Answer Documents Submitted: 86
Algebra I Avg Items Correct:
- Reporting Category 1: 6.9 (63%)
- Reporting Category 2: 8.3 (69%)
- Reporting Category 3: 9.9 (71%)
- Reporting Category 4: 7.8 (71%)
- Reporting Category 5: 4.4 (73%)
Did Not Meet Grade Level Performance: 4%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 34%
Masters Grade Level Performance: 39%
Males: (Average Scale Score: 4,283, Tested: 42, Did Not Meet Grade Level Performance: 2%, Approaches: 17%, Meets: 33%, Masters: 48%)
Females: (Average Scale Score: 4,116, Tested: 43, Did Not Meet Grade Level Performance: 5%, Approaches: 30%, Meets: 35%, Masters: 30%)
Hispanic: (Average Scale Score: 4,084, Tested: 36, Did Not Meet Grade Level Performance: 6%, Approaches: 25%, Meets: 41%, Masters: 28%)
Asian: (Average Scale Score: 4,535, Tested: 13, Did Not Meet Grade Level Performance: 0%, Approaches: 8%, Meets: 15%, Masters: 77%)
Black: (Average Scale Score: 4,174, Tested: 24, Did Not Meet Grade Level Performance: 4%, Approaches: 29%, Meets: 34%, Masters: 33%)
White: (Average Scale Score: 4,203, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 30%, Meets: 30%, Masters: 40%)
6th Grade
- All1,566
- Males1,571
- Females1,561
- Hispanic1,572
- Asian1,703
- Black1,542
- White1,553
- Multirace1,578
Math Average Scale Score
(6th Grade)
Math Average Scale Score: | 1,566 |
Texas: | 1,546 |
Math # Answer Documents Submitted: 253
Math Avg Items Correct:
- Reporting Category 1: 4.8 (48%)
- Reporting Category 2: 6.5 (43%)
- Reporting Category 3: 2.4 (41%)
- Reporting Category 4: 2.5 (35%)
Did Not Meet Grade Level Performance: 40%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 15%
Masters Grade Level Performance: 4%
Males: (Average Scale Score: 1,571, Tested: 145, Did Not Meet Grade Level Performance: 39%, Approaches: 42%, Meets: 16%, Masters: 3%)
Females: (Average Scale Score: 1,561, Tested: 108, Did Not Meet Grade Level Performance: 42%, Approaches: 40%, Meets: 13%, Masters: 5%)
Hispanic: (Average Scale Score: 1,572, Tested: 111, Did Not Meet Grade Level Performance: 36%, Approaches: 41%, Meets: 20%, Masters: 3%)
Asian: (Average Scale Score: 1,703, Tested: 15, Did Not Meet Grade Level Performance: 0%, Approaches: 33%, Meets: 40%, Masters: 27%)
Black: (Average Scale Score: 1,542, Tested: 102, Did Not Meet Grade Level Performance: 49%, Approaches: 41%, Meets: 8%, Masters: 2%)
White: (Average Scale Score: 1,553, Tested: 20, Did Not Meet Grade Level Performance: 45%, Approaches: 50%, Meets: 5%, Masters: 0%)
Multirace: (Average Scale Score: 1,578, Tested: 5, Did Not Meet Grade Level Performance: 40%, Approaches: 40%, Meets: 20%, Masters: 0%)
- All1,514
- Males1,507
- Females1,522
- Hispanic1,514
- Asian1,622
- Black1,493
- White1,545
- Multirace1,483
Reading Average Scale Score
(6th Grade)
Reading Average Scale Score: | 1,514 |
State: | 1,457 |
Reading # Answer Documents Submitted: 253
Reading Avg Items Correct:
- Reporting Category 1: 4.3 (54%)
- Reporting Category 2: 10.4 (61%)
- Reporting Category 3: 7.3 (49%)
Did Not Meet Grade Level Performance: 53%
Approaches Grade Level Performance: 26%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 7%
Males: (Average Scale Score: 1,507, Tested: 145, Did Not Meet Grade Level Performance: 55%, Approaches: 24%, Meets: 16%, Masters: 5%)
Females: (Average Scale Score: 1,522, Tested: 108, Did Not Meet Grade Level Performance: 51%, Approaches: 28%, Meets: 11%, Masters: 10%)
Hispanic: (Average Scale Score: 1,514, Tested: 111, Did Not Meet Grade Level Performance: 52%, Approaches: 23%, Meets: 20%, Masters: 5%)
Asian: (Average Scale Score: 1,622, Tested: 15, Did Not Meet Grade Level Performance: 20%, Approaches: 27%, Meets: 33%, Masters: 20%)
Black: (Average Scale Score: 1,493, Tested: 102, Did Not Meet Grade Level Performance: 64%, Approaches: 24%, Meets: 6%, Masters: 6%)
White: (Average Scale Score: 1,545, Tested: 20, Did Not Meet Grade Level Performance: 30%, Approaches: 45%, Meets: 10%, Masters: 15%)
Multirace: (Average Scale Score: 1,483, Tested: 5, Did Not Meet Grade Level Performance: 60%, Approaches: 40%, Meets: 0%, Masters: 0%)
7th Grade
- All1,579
- Males1,576
- Females1,584
- Hispanic1,578
- Asian1,685
- Black1,567
- White1,595
Math Average Scale Score
(7th Grade)
Math Average Scale Score: | 1,579 |
State: | 1,571 |
Math # Answer Documents Submitted: 285
Math Avg Items Correct:
- Reporting Category 1: 2.4 (41%)
- Reporting Category 2: 6.4 (43%)
- Reporting Category 3: 4.9 (41%)
- Reporting Category 4: 2.5 (35%)
Did Not Meet Grade Level Performance: 53%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 7%
Masters Grade Level Performance: 4%
Males: (Average Scale Score: 1,576, Tested: 139, Did Not Meet Grade Level Performance: 53%, Approaches: 36%, Meets: 7%, Masters: 4%)
Females: (Average Scale Score: 1,584, Tested: 97, Did Not Meet Grade Level Performance: 52%, Approaches: 38%, Meets: 6%, Masters: 4%)
Hispanic: (Average Scale Score: 1,578, Tested: 98, Did Not Meet Grade Level Performance: 52%, Approaches: 42%, Meets: 1%, Masters: 5%)
Asian: (Average Scale Score: 1,685, Tested: 9, Did Not Meet Grade Level Performance: 33%, Approaches: 11%, Meets: 23%, Masters: 33%)
Black: (Average Scale Score: 1,567, Tested: 101, Did Not Meet Grade Level Performance: 58%, Approaches: 31%, Meets: 10%, Masters: 1%)
White: (Average Scale Score: 1,595, Tested: 24, Did Not Meet Grade Level Performance: 38%, Approaches: 50%, Meets: 13%, Masters: 0%)
- All1,578
- Males1,564
- Females1,598
- Hispanic1,577
- Asian1,581
- Black1,564
- White1,633
Reading Average Scale Score
(7th Grade)
Reading Average Scale Score: | 1,578 |
State: | 1,550 |
Reading # Answer Documents Submitted: 284
Reading Avg Items Correct:
- Reporting Category 1: 4.6 (57%)
- Reporting Category 2: 10 (56%)
- Reporting Category 3: 8.4 (52%)
Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 27%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 12%
Males: (Average Scale Score: 1,564, Tested: 162, Did Not Meet Grade Level Performance: 53%, Approaches: 28%, Meets: 12%, Masters: 7%)
Females: (Average Scale Score: 1,598, Tested: 122, Did Not Meet Grade Level Performance: 47%, Approaches: 25%, Meets: 11%, Masters: 17%)
Hispanic: (Average Scale Score: 1,577, Tested: 128, Did Not Meet Grade Level Performance: 54%, Approaches: 22%, Meets: 12%, Masters: 12%)
Asian: (Average Scale Score: 1,581, Tested: 12, Did Not Meet Grade Level Performance: 50%, Approaches: 17%, Meets: 16%, Masters: 17%)
Black: (Average Scale Score: 1,564, Tested: 112, Did Not Meet Grade Level Performance: 51%, Approaches: 33%, Meets: 8%, Masters: 8%)
White: (Average Scale Score: 1,633, Tested: 28, Did Not Meet Grade Level Performance: 32%, Approaches: 32%, Meets: 15%, Masters: 21%)
- All3,512
- Males3,455
- Females3,589
- Hispanic3,503
- Asian3,719
- Black3,466
- White3,637
Writing Average Scale Score
(7th Grade)
Writing Average Scale Score: | 3,512 |
State: | 3,515 |
Writing # Answer Documents Submitted: 285
Writing Avg Items Correct:
- Reporting Category 1: 6.7 (42%)
- Reporting Category 2: 7.4 (57%)
- Reporting Category 3: 10.3 (61%)
Did Not Meet Grade Level Performance: 53%
Approaches Grade Level Performance: 23%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 4%
Males: (Average Scale Score: 3,455, Tested: 163, Did Not Meet Grade Level Performance: 60%, Approaches: 20%, Meets: 17%, Masters: 3%)
Females: (Average Scale Score: 3,589, Tested: 122, Did Not Meet Grade Level Performance: 44%, Approaches: 27%, Meets: 25%, Masters: 4%)
Hispanic: (Average Scale Score: 3,503, Tested: 129, Did Not Meet Grade Level Performance: 53%, Approaches: 23%, Meets: 22%, Masters: 2%)
Asian: (Average Scale Score: 3,719, Tested: 12, Did Not Meet Grade Level Performance: 42%, Approaches: 33%, Meets: 8%, Masters: 17%)
Black: (Average Scale Score: 3,466, Tested: 112, Did Not Meet Grade Level Performance: 57%, Approaches: 21%, Meets: 19%, Masters: 3%)
White: (Average Scale Score: 3,637, Tested: 28, Did Not Meet Grade Level Performance: 39%, Approaches: 32%, Meets: 25%, Masters: 4%)
8th Grade
- All1,649
- Males1,636
- Females1,665
- Hispanic1,664
- Asian1,721
- Black1,623
- White1,670
- Multirace1,590
Math Average Scale Score
(8th Grade)
Math Average Scale Score: | 1,649 |
Texas: | 1,539 |
Math # Answer Documents Submitted: 367
Math Avg Items Correct:
- Reporting Category 1: 2.1 (52%)
- Reporting Category 2: 8.8 (55%)
- Reporting Category 3: 8.5 (57%)
- Reporting Category 4: 3.6 (51%)
Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 27%
Masters Grade Level Performance: 3%
Males: (Average Scale Score: 1,636, Tested: 150, Did Not Meet Grade Level Performance: 38%, Approaches: 35%, Meets: 24%, Masters: 3%)
Females: (Average Scale Score: 1,665, Tested: 131, Did Not Meet Grade Level Performance: 21%, Approaches: 45%, Meets: 31%, Masters: 3%)
Hispanic: (Average Scale Score: 1,664, Tested: 131, Did Not Meet Grade Level Performance: 24%, Approaches: 39%, Meets: 33%, Masters: 4%)
Asian: (Average Scale Score: 1,721, Tested: 13, Did Not Meet Grade Level Performance: 15%, Approaches: 23%, Meets: 47%, Masters: 15%)
Black: (Average Scale Score: 1,623, Tested: 111, Did Not Meet Grade Level Performance: 41%, Approaches: 41%, Meets: 17%, Masters: 1%)
White: (Average Scale Score: 1,670, Tested: 20, Did Not Meet Grade Level Performance: 20%, Approaches: 45%, Meets: 30%, Masters: 5%)
Multirace: (Average Scale Score: 1,590, Tested: 6, Did Not Meet Grade Level Performance: 50%, Approaches: 50%, Meets: 0%, Masters: 0%)
- All1,620
- Males1,592
- Females1,652
- Hispanic1,621
- Asian1,645
- Black1,613
- White1,630
- Multirace1,579
Reading Average Scale Score
(8th Grade)
Reading Average Scale Score: | 1,620 |
State: | 1,561 |
# Absent - Not Tested: 1
Reading # Answer Documents Submitted: 367
Reading Avg Items Correct:
- Reporting Category 1: 5.1 (64%)
- Reporting Category 2: 12 (63%)
- Reporting Category 3: 9.5 (56%)
Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 12%
Males: (Average Scale Score: 1,592, Tested: 166, Did Not Meet Grade Level Performance: 49%, Approaches: 28%, Meets: 14%, Masters: 9%)
Females: (Average Scale Score: 1,652, Tested: 148, Did Not Meet Grade Level Performance: 24%, Approaches: 44%, Meets: 16%, Masters: 16%)
Hispanic: (Average Scale Score: 1,621, Tested: 133, Did Not Meet Grade Level Performance: 38%, Approaches: 36%, Meets: 15%, Masters: 11%)
Asian: (Average Scale Score: 1,645, Tested: 23, Did Not Meet Grade Level Performance: 30%, Approaches: 27%, Meets: 17%, Masters: 26%)
Black: (Average Scale Score: 1,613, Tested: 124, Did Not Meet Grade Level Performance: 39%, Approaches: 33%, Meets: 18%, Masters: 10%)
White: (Average Scale Score: 1,630, Tested: 26, Did Not Meet Grade Level Performance: 31%, Approaches: 50%, Meets: 4%, Masters: 15%)
Multirace: (Average Scale Score: 1,579, Tested: 7, Did Not Meet Grade Level Performance: 43%, Approaches: 43%, Meets: 14%, Masters: 0%)
- All3,548
- Males3,526
- Females3,572
- Hispanic3,532
- Asian3,784
- Black3,497
- White3,677
- Multirace3,417
Science Average Scale Score
(8th Grade)
Science Average Scale Score: | 3,548 |
Texas: | 3,634 |
Science # Answer Documents Submitted: 315
Science Avg Items Correct:
- Reporting Category 1: 5.3 (48%)
- Reporting Category 2: 4.9 (55%)
- Reporting Category 3: 5.6 (51%)
- Reporting Category 4: 6.5 (59%)
Did Not Meet Grade Level Performance: 50%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 11%
Masters Grade Level Performance: 4%
Males: (Average Scale Score: 3,526, Tested: 166, Did Not Meet Grade Level Performance: 52%, Approaches: 32%, Meets: 11%, Masters: 5%)
Females: (Average Scale Score: 3,572, Tested: 147, Did Not Meet Grade Level Performance: 47%, Approaches: 39%, Meets: 12%, Masters: 2%)
Hispanic: (Average Scale Score: 3,532, Tested: 135, Did Not Meet Grade Level Performance: 55%, Approaches: 32%, Meets: 10%, Masters: 3%)
Asian: (Average Scale Score: 3,784, Tested: 22, Did Not Meet Grade Level Performance: 27%, Approaches: 32%, Meets: 36%, Masters: 5%)
Black: (Average Scale Score: 3,497, Tested: 122, Did Not Meet Grade Level Performance: 52%, Approaches: 36%, Meets: 7%, Masters: 5%)
White: (Average Scale Score: 3,677, Tested: 25, Did Not Meet Grade Level Performance: 36%, Approaches: 48%, Meets: 12%, Masters: 4%)
Multirace: (Average Scale Score: 3,417, Tested: 7, Did Not Meet Grade Level Performance: 57%, Approaches: 29%, Meets: 14%, Masters: 0%)
- All3,425
- Males3,400
- Females3,452
- Hispanic3,403
- Asian3,571
- Black3,424
- White3,437
- Multirace3,323
Social Studies Average Scale Score
(8th Grade)
Social Studies Average Scale Score: | 3,425 |
State: | 3,461 |
Social Studies # Answer Documents Submitted: 315
Social Studies Avg Items Correct:
- Reporting Category 1: 7.4 (43%)
- Reporting Category 2: 4.9 (49%)
- Reporting Category 3: 4.8 (48%)
- Reporting Category 4: 3.3 (47%)
Did Not Meet Grade Level Performance: 60%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 7%
Masters Grade Level Performance: 3%
Males: (Average Scale Score: 3,400, Tested: 166, Did Not Meet Grade Level Performance: 60%, Approaches: 31%, Meets: 7%, Masters: 2%)
Females: (Average Scale Score: 3,452, Tested: 149, Did Not Meet Grade Level Performance: 60%, Approaches: 30%, Meets: 7%, Masters: 3%)
Hispanic: (Average Scale Score: 3,403, Tested: 135, Did Not Meet Grade Level Performance: 62%, Approaches: 29%, Meets: 6%, Masters: 3%)
Asian: (Average Scale Score: 3,571, Tested: 22, Did Not Meet Grade Level Performance: 32%, Approaches: 50%, Meets: 18%, Masters: 0%)
Black: (Average Scale Score: 3,424, Tested: 123, Did Not Meet Grade Level Performance: 63%, Approaches: 27%, Meets: 7%, Masters: 3%)
White: (Average Scale Score: 3,437, Tested: 26, Did Not Meet Grade Level Performance: 62%, Approaches: 30%, Meets: 8%, Masters: 0%)
Multirace: (Average Scale Score: 3,323, Tested: 7, Did Not Meet Grade Level Performance: 57%, Approaches: 43%, Meets: 0%, Masters: 0%)
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.
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 received a school-related arrest: 2 (all male)
Students without disabilities who received a school-related arrest per 1,000 students
- Hispanic: 2
Students without disabilities who received a school-related arrest per 1,000 students
Lyles Middle School: | 2.1 |
State: | 13.1 |
Harassment & Bullying:
Show data for
(State average from 919 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.
Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Allegations of harassment or bullying on the basis of sex: 4
Students reported as harassed or bullied on the basis of sex: 4 (all female)
Students disciplined for bullying or harassment on the basis of sex: 4 (male: 2, female: 2)
Allegations of harassment or bullying on the basis of race, color, or national origin: 5
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all female)
Allegations of harassment or bullying on the basis of sex per 1,000 students
Lyles Middle School: | 4.2 |
State: | 2.5 |
- Asian2
- Black2
- LEP2
- IDEA2
Students reported as harassed or bullied on the basis of sex
- Asian: 2
- Black: 2
- Limited English Proficiency (LEP): 2
- Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of sex: 4 (male: 2, female: 2)
- Black: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Section 504: 2 (all male)
Allegations of harassment or bullying on the basis of race, color, or national origin: 5
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Students reported as harassed or bullied on the basis of race, color, or national origin: 2 (all male)Lyles Middle School: | 5.3 |
State: | 1.3 |
- Asian: 2
- Limited English Proficiency (LEP): 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all female)
- Native Hawaiian / Pacific Islander: 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.
- Hispanic58
- Native Hawaiian2
- Black70
- White22
- Multirace2
- LEP19
- IDEA37
- 5047
Chronic Student Absenteeism
- Hispanic: 58 (male: 32, female: 26)
- Native Hawaiian / Pacific Islander: 2 (all female)
- Black: 70 (male: 41, female: 29)
- White: 22 (male: 14, female: 8)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 19 (male: 8, female: 11)
- Individuals With Disabilities Education Act (IDEA): 37 (male: 26, female: 11)
- Section 504: 7 (male: 5, female: 2)
Chronic Student Absenteeism per 1,000 students
Here: | 162.3 |
State: | 147.9 |
Restraint and Seclusion:
Show data for
(State average from 2,148 schools)
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.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
- Black: 2
Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Here: | 2.1 |
Texas: | 6.8 |
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).
- Hispanic156
- Native Hawaiian2
- Black441
- White67
- Multirace11
- LEP73
- IDEA136
- 50436
School days missed due to out-of-school suspension
- Hispanic: 156 (male: 121, female: 35)
- Native Hawaiian / Pacific Islander: 2 (all female)
- Black: 441 (male: 351, female: 90)
- White: 67 (male: 35, female: 32)
- Two or More Races: 11 (male: 1, female: 10)
- Limited English Proficiency (LEP): 73 (male: 66, female: 7)
- Individuals With Disabilities Education Act (IDEA): 136 (male: 101, female: 35)
- Section 504: 36 (male: 30, female: 6)
Instances of out-of-school suspension (Students without disabilities): 322
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Lyles Middle School: | 339.3 |
State: | 102.7 |
- Hispanic37
- American Indian2
- Asian4
- Black67
- White10
- Multirace2
- LEP16
Students without disabilities receiving one or more in-school suspension
- Hispanic: 37 (male: 23, female: 14)
- American Indian / Alaska Native: 2 (all female)
- Asian: 4 (male: 2, female: 2)
- Black: 67 (male: 47, female: 20)
- White: 10 (male: 8, female: 2)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 16 (male: 11, female: 5)
- Hispanic25
- Native Hawaiian2
- Black37
- White4
- Multirace4
- LEP7
Students without disabilities receiving only one out-of-school suspension
- Hispanic: 25 (male: 14, female: 11)
- Native Hawaiian / Pacific Islander: 2 (all female)
- Black: 37 (male: 20, female: 17)
- White: 4 (male: 2, female: 2)
- Two or More Races: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 7 (male: 5, female: 2)
- Hispanic19
- Black37
- White10
- Multirace2
- LEP7
Students without disabilities receiving more than one out-of-school suspension
- Hispanic: 19 (male: 11, female: 8)
- Black: 37 (male: 29, female: 8)
- White: 10 (male: 5, female: 5)
- Two or More Races: 2 (all female)
- Limited English Proficiency (LEP): 7 (male: 5, female: 2)
Instances of out-of-school suspension (Students with disabilities): 85
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Lyles Middle School: | 89.6 |
State: | 27.5 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
Here: | 22.1 |
State: | 12.0 |
- Hispanic4
- Black28
- White10
- 50410
Students with disabilities receiving one or more in-school suspension
- Hispanic: 4 (male: 2, female: 2)
- Black: 28 (male: 17, female: 11)
- White: 10 (male: 8, female: 2)
- Section 504: 10 (male: 8, female: 2)
- Hispanic4
- Black16
- White2
- LEP2
- 5047
Students with disabilities receiving only one out-of-school suspension
- Hispanic: 4 (male: 2, female: 2)
- Black: 16 (male: 11, female: 5)
- White: 2 (all male)
- Limited English Proficiency (LEP): 2 (all male)
- Section 504: 7 (male: 5, female: 2)
- Hispanic2
- Black13
- White4
- 5042
Students with disabilities receiving more than one out-of-school suspension
- Hispanic: 2 (all male)
- Black: 13 (male: 11, female: 2)
- White: 4 (male: 2, female: 2)
- Section 504: 2 (all male)
Expulsions:
Show data for
(State average from 1,623 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students without Disabilities who received an expulsion with educational services: 15 (male: 13, female: 2)
Students without Disabilities who received an expulsion with educational services per 1,000 students
Students with Disabilities who received an expulsion with educational services: 4 (all male)
Students with Disabilities who received an expulsion with educational services per 1,000 students
- Hispanic: 5 (all male)
- Black: 10 (male: 8, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
Students without Disabilities who received an expulsion with educational services per 1,000 students
School: | 15.8 |
State: | 32.9 |
Students with Disabilities who received an expulsion with educational services: 4 (all male)
- Hispanic: 2
- Black: 2
Students with Disabilities who received an expulsion with educational services per 1,000 students
Here: | 4.2 |
State: | 5.4 |
Transfers:
(State average from 1,202 schools)
Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside of the categories of regular education, special education, or vocational education.
Students without disabilities transferred to an alternative school for disciplinary reasons: 15 (male: 13, female: 2)
Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Students with disabilities transferred to an alternative school for disciplinary reasons: 4 (all male)
Students with disabilities transferred to an alternative school for disciplinary reasons
- Hispanic: 5 (all male)
- Black: 10 (male: 8, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
Students without disabilities transferred to an alternative school for disciplinary reasons per 1,000 students
Here: | 15.8 |
Texas: | 49.7 |
Students with disabilities transferred to an alternative school for disciplinary reasons: 4 (all male)
- Hispanic: 2
- Black: 2
Students with disabilities transferred to an alternative school for disciplinary reasons
Lyles Middle School: | 4.2 |
Texas: | 5.9 |
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.
- Hispanic46
- Asian7
- Black28
- White10
- Multirace2
- LEP7
- IDEA2
8th grade student enrollment in Algebra I
- Hispanic: 46 (male: 29, female: 17)
- Asian: 7 (male: 5, female: 2)
- Black: 28 (male: 20, female: 8)
- White: 10 (male: 8, female: 2)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 7 (male: 5, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
- Hispanic41
- Asian8
- Black23
- White11
- LEP4
8th grade studenst who passed Algebra I
- Hispanic: 41 (male: 25, female: 16)
- Asian: 8 (male: 4, female: 4)
- Black: 23 (male: 16, female: 7)
- White: 11 (male: 7, female: 4)
- Limited English Proficiency (LEP): 4 (all male)
Percent of 8th grade students who passed
Here: | 89.2% |
State: | 87.0% |
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