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Ray D Corbett J H School in Schertz, 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 69
Address
 12000 RAY CORBETT DR
Schertz, TX 78154
Telephone
(210) 619-4150
(make sure to verify first before calling)
Website
http://www.scuc.txed.net/RayCorbett.cfm
City-data.com school rating
69
Students
1,191
Classroom Teachers (FTE)
63.3
Free lunch eligible students
296
Reduced-price lunch
eligible students
79
School district
SCHERTZ-CIBOLO-U CITY ISD
Charter school
No
Title I status
Title I targeted assistance eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
RANDOLPH EL (2.4 miles):

93
DOBIE J H (2.7 miles):

82
SAMUEL CLEMENS H S (2.6 miles):

76
WATTS EL (3.2 miles):

72
Ray D Corbett J H School:

69
BARBARA JORDAN INT (3.1 miles):

63
WIEDERSTEIN EL (3.0 miles):

62
ALLISON L STEELE E L C (2.4 miles):

38
SCHERTZ EL (2.3 miles):

15
Ray D Corbett J H School rating compared to average state, county and city schools ratings:
Texas:

54
Guadalupe County:

60
Schertz:

60
Ray D Corbett J H School:

69

Students & Teachers


Total enrollment:
Enrollment in 2016: 1,191
Enrollment in 2015: 1,089
Enrollment in 2014: 1,134
Enrollment in 2013: 1,147
Enrollment in 2012: 1,004
Enrollment in 2011: 874
Enrollment in 2010: 765
Enrollment in 2009: 642
Enrollment in 2008: 650
Enrollment in 2007: 598
Enrollment in 2006: 626
Enrollment in 2005: 626
Enrollment in 2004: 597
Enrollment in 2003: 582
Enrollment in 2002: 573
Enrollment in 2001: 548
Enrollment in 2000: 542
Enrollment in 1999: 514

Ray D Corbett J H School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG07G08Total
All students6175741,191
Female students297268565
Male students320306626
American Indian/Alaska Native students347
Asian students131124
Hispanic students229216445
Black students6356119
White students273256529
Hawaiian Native/Pacific Islander students112
Two or More Races students353065

Enrollment by grade:
7th grade enrollment: 617
8th grade enrollment: 574

Ray D Corbett J H School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 565 (47.4%)
Ray D Corbett J H School:

47.4%
State:

49.0%
Male enrollment: 626 (52.6%)
Here:

52.6%
Texas:

50.1%

Ray D Corbett J H School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 7 (0.6%)
Here:

0.6%
State:

0.4%
Asian enrollment: 24 (2.0%)
Here:

2.0%
Texas:

3.1%
Hispanic enrollment: 445 (37.4%)
Here:

37.4%
Texas:

46.9%
Black enrollment: 119 (10.0%)
Ray D Corbett J H School:

10.0%
State:

11.6%
White enrollment: 529 (44.4%)
School:

44.4%
Texas:

32.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.2%)
Ray D Corbett J H School:

0.2%
State:

0.1%
Two or More Races enrollment: 65 (5.5%)
Here:

5.5%
State:

2.1%

Ray D Corbett J H School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 375 (31.5%)
School:

31.5%
Texas:

61.6%
Free lunch eligible students: 296 (24.9%)
Ray D Corbett J H School:

24.9%
State:

55.4%
Reduced-price lunch eligible students: 79 (6.6%)
Here:

6.6%
Texas:

6.2%

Ray D Corbett J H School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 63.3

Number of FTE teachers in their first year of teaching: 3.8
Number of FTE teachers in their second year of teaching: 2.5
Number of FTE school counselors: 1.1
Number of FTE teachers who were absent more than 10 school days during the school years: 21.1
Number of FTE sworn law enforcement officers: 0.5
Number of FTE nurses: 2
Number of FTE psychologists: 0.6
Number of FTE social workers: 0.2

Student/Teacher Ratio
School:

18.8
State:

15.6

Ray D Corbett J H School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $3,596,467
  • Full-time Equivalency Count of Teachers: 63.3 (Salary Expenditures: $3,051,076)
  • Full-time Equivalency Count of Instructional Aides: 1 (Salary Expenditures: $17,032)
  • Full-time Equivalency Count of Support Services Staff: 3 (Salary Expenditures: $259,421)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $268,938)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $169,812
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,177,406
  • Salary Expenditures for Teachers: $3,417,509
  • Full-time Equivalency Count of Instructional Aides: 10 (Salary Expenditures: $180,265)
  • Full-time Equivalency Count of Support Services Staff: 4.7 (Salary Expenditures: $310,694)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $268,938)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $208,886

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic37
  • Asian4
  • White4
  • Multirace2
  • IDEA4
Students Enrolled in LEP Programs: 47 (male: 29, female: 18)
  • Hispanic: 37 (male: 23, female: 14)
  • Asian: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.

    Students with disabilities served under IDEA

  • Hispanic38
  • Black20
  • White47
  • Multirace7
  • LEP4
Students with disabilities served under IDEA: 112 (male: 70, female: 42)
  • Hispanic: 38 (male: 22, female: 16)
  • Black: 20 (male: 10, female: 10)
  • White: 47 (male: 31, female: 16)
  • Two or More Races: 7 (all male)
  • Limited English Proficiency (LEP): 4 (all female)

    Students with disabilities served under Section 504

  • Hispanic31
  • American Indian2
  • Asian2
  • Black10
  • White52
  • Multirace7
  • LEP2
Students with disabilities served under Section 504: 104 (male: 64, female: 40)
  • Hispanic: 31 (male: 17, female: 14)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all male)
  • Black: 10 (male: 5, female: 5)
  • White: 52 (male: 38, female: 14)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)

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)
  • Hispanic: 2
  • Section 504: 2

Percent of 7th grade students retained
Here:

0.3%
Texas:

6.1%
Total number of students retained in 8th grade: 2 (all male)
  • White: 2
  • Section 504: 2

Percent of 8th grade students retained
Ray D Corbett J H School:

0.3%
State:

7.2%

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

  • Hispanic10
  • Asian2
  • Black7
  • White61
  • Multirace5
Gifted and Talented Student Enrollment: 85 (male: 44, female: 41)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 61 (male: 32, female: 29)
  • Two or More Races: 5 (all female)

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

71.4
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

  • All4,353
  • Males4,361
  • Females4,345
  • Hispanic4,293
  • Black4,296
  • White4,390
  • Multirace4,437
Algebra I Average Scale Score:

4,353
State:

4,001
Algebra I students tested: 231
Algebra I # Answer Documents Submitted: 231

Algebra I Avg Items Correct:
  • Reporting Category 1: 7.5 (69%)
  • Reporting Category 2: 9.2 (77%)
  • Reporting Category 3: 10.1 (72%)
  • Reporting Category 4: 8.5 (77%)
  • Reporting Category 5: 4.8 (81%)

Did Not Meet Grade Level Performance: 1%
Approaches Grade Level Performance: 15%
Meets Grade Level Performance: 34%
Masters Grade Level Performance: 50%

1%
15%
34%
50%
Males: (Average Scale Score: 4,361, Tested: 113, Did Not Meet Grade Level Performance: 1%, Approaches: 17%, Meets: 33%, Masters: 49%)
1%
17%
33%
49%
Females: (Average Scale Score: 4,345, Tested: 118, Did Not Meet Grade Level Performance: 2%, Approaches: 12%, Meets: 35%, Masters: 51%)
2%
12%
35%
51%
Hispanic: (Average Scale Score: 4,293, Tested: 74, Did Not Meet Grade Level Performance: 3%, Approaches: 15%, Meets: 43%, Masters: 39%)
3%
15%
43%
39%
Black: (Average Scale Score: 4,296, Tested: 22, Did Not Meet Grade Level Performance: 0%, Approaches: 27%, Meets: 28%, Masters: 45%)
27%
28%
45%
White: (Average Scale Score: 4,390, Tested: 119, Did Not Meet Grade Level Performance: 1%, Approaches: 13%, Meets: 31%, Masters: 55%)
1%
13%
31%
55%
Multirace: (Average Scale Score: 4,437, Tested: 10, Did Not Meet Grade Level Performance: 0%, Approaches: 10%, Meets: 20%, Masters: 70%)
10%
20%
70%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,693
  • Males1,697
  • Females1,688
  • Hispanic1,686
  • Asian1,779
  • Black1,660
  • White1,703
  • Multirace1,698
Math Average Scale Score:

1,693
Texas:

1,571
Math students tested: 570
# Absent - Not Tested: 4
Math # Answer Documents Submitted: 575

Math Avg Items Correct:
  • Reporting Category 1: 4 (67%)
  • Reporting Category 2: 9.2 (62%)
  • Reporting Category 3: 7 (59%)
  • Reporting Category 4: 4.1 (58%)

Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 29%
Masters Grade Level Performance: 22%

15%
34%
29%
22%
Males: (Average Scale Score: 1,697, Tested: 310, Did Not Meet Grade Level Performance: 16%, Approaches: 32%, Meets: 29%, Masters: 23%)
16%
32%
29%
23%
Females: (Average Scale Score: 1,688, Tested: 260, Did Not Meet Grade Level Performance: 15%, Approaches: 35%, Meets: 30%, Masters: 20%)
15%
35%
30%
20%
Hispanic: (Average Scale Score: 1,686, Tested: 267, Did Not Meet Grade Level Performance: 16%, Approaches: 36%, Meets: 27%, Masters: 21%)
16%
36%
27%
21%
Asian: (Average Scale Score: 1,779, Tested: 11, Did Not Meet Grade Level Performance: 9%, Approaches: 18%, Meets: 37%, Masters: 36%)
9%
18%
37%
36%
Black: (Average Scale Score: 1,660, Tested: 43, Did Not Meet Grade Level Performance: 14%, Approaches: 49%, Meets: 32%, Masters: 5%)
14%
49%
32%
5%
White: (Average Scale Score: 1,703, Tested: 210, Did Not Meet Grade Level Performance: 16%, Approaches: 27%, Meets: 32%, Masters: 25%)
16%
27%
32%
25%
Multirace: (Average Scale Score: 1,698, Tested: 36, Did Not Meet Grade Level Performance: 11%, Approaches: 36%, Meets: 31%, Masters: 22%)
11%
36%
31%
22%

    Reading Average Scale Score
    (7th Grade)

  • All1,665
  • Males1,650
  • Females1,683
  • Hispanic1,657
  • Asian1,757
  • Black1,636
  • White1,674
  • Multirace1,684
Reading Average Scale Score:

1,665
State:

1,550
Reading students tested: 570
# Absent - Not Tested: 5
Reading # Answer Documents Submitted: 575

Reading Avg Items Correct:
  • Reporting Category 1: 5.5 (68%)
  • Reporting Category 2: 12.4 (69%)
  • Reporting Category 3: 11 (69%)

Did Not Meet Grade Level Performance: 21%
Approaches Grade Level Performance: 28%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 28%

21%
28%
23%
28%
Males: (Average Scale Score: 1,650, Tested: 310, Did Not Meet Grade Level Performance: 25%, Approaches: 28%, Meets: 21%, Masters: 26%)
25%
28%
21%
26%
Females: (Average Scale Score: 1,683, Tested: 260, Did Not Meet Grade Level Performance: 16%, Approaches: 28%, Meets: 26%, Masters: 30%)
16%
28%
26%
30%
Hispanic: (Average Scale Score: 1,657, Tested: 267, Did Not Meet Grade Level Performance: 21%, Approaches: 32%, Meets: 22%, Masters: 25%)
21%
32%
22%
25%
Asian: (Average Scale Score: 1,757, Tested: 11, Did Not Meet Grade Level Performance: 0%, Approaches: 27%, Meets: 28%, Masters: 45%)
27%
28%
45%
Black: (Average Scale Score: 1,636, Tested: 44, Did Not Meet Grade Level Performance: 18%, Approaches: 43%, Meets: 30%, Masters: 9%)
18%
43%
30%
9%
White: (Average Scale Score: 1,674, Tested: 209, Did Not Meet Grade Level Performance: 22%, Approaches: 21%, Meets: 23%, Masters: 34%)
22%
21%
23%
34%
Multirace: (Average Scale Score: 1,684, Tested: 36, Did Not Meet Grade Level Performance: 14%, Approaches: 28%, Meets: 25%, Masters: 33%)
14%
28%
25%
33%

    Writing Average Scale Score
    (7th Grade)

  • All3,835
  • Males3,721
  • Females3,972
  • Hispanic3,795
  • Asian3,887
  • Black3,801
  • White3,886
  • Multirace3,891
Writing Average Scale Score:

3,835
State:

3,515
Writing students tested: 574
# Absent - Not Tested: 2
Writing # Answer Documents Submitted: 576

Writing Avg Items Correct:
  • Reporting Category 1: 7.6 (47%)
  • Reporting Category 2: 9.2 (71%)
  • Reporting Category 3: 12 (71%)

Did Not Meet Grade Level Performance: 28%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 31%
Masters Grade Level Performance: 12%

28%
29%
31%
12%
Males: (Average Scale Score: 3,721, Tested: 314, Did Not Meet Grade Level Performance: 36%, Approaches: 27%, Meets: 29%, Masters: 8%)
36%
27%
29%
8%
Females: (Average Scale Score: 3,972, Tested: 260, Did Not Meet Grade Level Performance: 19%, Approaches: 30%, Meets: 33%, Masters: 18%)
19%
30%
33%
18%
Hispanic: (Average Scale Score: 3,795, Tested: 268, Did Not Meet Grade Level Performance: 30%, Approaches: 30%, Meets: 29%, Masters: 11%)
30%
30%
29%
11%
Asian: (Average Scale Score: 3,887, Tested: 12, Did Not Meet Grade Level Performance: 33%, Approaches: 9%, Meets: 41%, Masters: 17%)
33%
9%
41%
17%
Black: (Average Scale Score: 3,801, Tested: 45, Did Not Meet Grade Level Performance: 20%, Approaches: 49%, Meets: 29%, Masters: 2%)
20%
49%
29%
2%
White: (Average Scale Score: 3,886, Tested: 210, Did Not Meet Grade Level Performance: 28%, Approaches: 25%, Meets: 31%, Masters: 16%)
28%
25%
31%
16%
Multirace: (Average Scale Score: 3,891, Tested: 36, Did Not Meet Grade Level Performance: 25%, Approaches: 22%, Meets: 42%, Masters: 11%)
25%
22%
42%
11%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,701
  • Males1,698
  • Females1,704
  • Hispanic1,698
  • Asian1,741
  • Black1,693
  • White1,708
  • Multirace1,707
Math Average Scale Score:

1,701
Texas:

1,539
Math students tested: 362
# Absent - Not Tested: 7
Math # Answer Documents Submitted: 599

Math Avg Items Correct:
  • Reporting Category 1: 2.8 (69%)
  • Reporting Category 2: 10 (63%)
  • Reporting Category 3: 9.6 (64%)
  • Reporting Category 4: 4.5 (65%)

Did Not Meet Grade Level Performance: 16%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 43%
Masters Grade Level Performance: 10%

16%
31%
43%
10%
Males: (Average Scale Score: 1,698, Tested: 183, Did Not Meet Grade Level Performance: 21%, Approaches: 26%, Meets: 41%, Masters: 12%)
21%
26%
41%
12%
Females: (Average Scale Score: 1,704, Tested: 179, Did Not Meet Grade Level Performance: 11%, Approaches: 35%, Meets: 47%, Masters: 7%)
11%
35%
47%
7%
Hispanic: (Average Scale Score: 1,698, Tested: 165, Did Not Meet Grade Level Performance: 14%, Approaches: 34%, Meets: 46%, Masters: 6%)
14%
34%
46%
6%
Asian: (Average Scale Score: 1,741, Tested: 7, Did Not Meet Grade Level Performance: 0%, Approaches: 43%, Meets: 43%, Masters: 14%)
43%
43%
14%
Black: (Average Scale Score: 1,693, Tested: 39, Did Not Meet Grade Level Performance: 18%, Approaches: 31%, Meets: 41%, Masters: 10%)
18%
31%
41%
10%
White: (Average Scale Score: 1,708, Tested: 138, Did Not Meet Grade Level Performance: 17%, Approaches: 28%, Meets: 41%, Masters: 14%)
17%
28%
41%
14%
Multirace: (Average Scale Score: 1,707, Tested: 11, Did Not Meet Grade Level Performance: 18%, Approaches: 18%, Meets: 55%, Masters: 9%)
18%
18%
55%
9%

    Reading Average Scale Score
    (8th Grade)

  • All1,698
  • Males1,684
  • Females1,713
  • Hispanic1,689
  • Asian1,719
  • Black1,688
  • White1,701
  • Multirace1,777
Reading Average Scale Score:

1,698
State:

1,561
Reading students tested: 592
# Absent - Not Tested: 7
Reading # Answer Documents Submitted: 599

Reading Avg Items Correct:
  • Reporting Category 1: 5.9 (74%)
  • Reporting Category 2: 14 (74%)
  • Reporting Category 3: 12 (71%)

Did Not Meet Grade Level Performance: 18%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 24%
Masters Grade Level Performance: 28%

18%
30%
24%
28%
Males: (Average Scale Score: 1,684, Tested: 295, Did Not Meet Grade Level Performance: 21%, Approaches: 32%, Meets: 22%, Masters: 25%)
21%
32%
22%
25%
Females: (Average Scale Score: 1,713, Tested: 297, Did Not Meet Grade Level Performance: 14%, Approaches: 29%, Meets: 25%, Masters: 32%)
14%
29%
25%
32%
Hispanic: (Average Scale Score: 1,689, Tested: 238, Did Not Meet Grade Level Performance: 18%, Approaches: 35%, Meets: 23%, Masters: 24%)
18%
35%
23%
24%
Asian: (Average Scale Score: 1,719, Tested: 11, Did Not Meet Grade Level Performance: 27%, Approaches: 9%, Meets: 37%, Masters: 27%)
27%
9%
37%
27%
Black: (Average Scale Score: 1,688, Tested: 60, Did Not Meet Grade Level Performance: 20%, Approaches: 32%, Meets: 26%, Masters: 22%)
20%
32%
26%
22%
White: (Average Scale Score: 1,701, Tested: 258, Did Not Meet Grade Level Performance: 17%, Approaches: 28%, Meets: 24%, Masters: 31%)
17%
28%
24%
31%
Multirace: (Average Scale Score: 1,777, Tested: 21, Did Not Meet Grade Level Performance: 10%, Approaches: 19%, Meets: 19%, Masters: 52%)
10%
19%
19%
52%

    Science Average Scale Score
    (8th Grade)

  • All4,032
  • Males4,077
  • Females3,987
  • Hispanic3,891
  • Asian4,301
  • Black3,853
  • White4,172
  • Multirace4,293
Science Average Scale Score:

4,032
Texas:

3,634
Science students tested: 595
# Absent - Not Tested: 4
Science # Answer Documents Submitted: 600

Science Avg Items Correct:
  • Reporting Category 1: 7.3 (66%)
  • Reporting Category 2: 6.1 (67%)
  • Reporting Category 3: 7.5 (68%)
  • Reporting Category 4: 8 (73%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 25%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 27%

22%
25%
26%
27%
Males: (Average Scale Score: 4,077, Tested: 296, Did Not Meet Grade Level Performance: 21%, Approaches: 24%, Meets: 25%, Masters: 30%)
21%
24%
25%
30%
Females: (Average Scale Score: 3,987, Tested: 299, Did Not Meet Grade Level Performance: 23%, Approaches: 27%, Meets: 26%, Masters: 24%)
23%
27%
26%
24%
Hispanic: (Average Scale Score: 3,891, Tested: 242, Did Not Meet Grade Level Performance: 26%, Approaches: 29%, Meets: 29%, Masters: 16%)
26%
29%
29%
16%
Asian: (Average Scale Score: 4,301, Tested: 11, Did Not Meet Grade Level Performance: 18%, Approaches: 18%, Meets: 19%, Masters: 45%)
18%
18%
19%
45%
Black: (Average Scale Score: 3,853, Tested: 59, Did Not Meet Grade Level Performance: 25%, Approaches: 38%, Meets: 22%, Masters: 15%)
25%
38%
22%
15%
White: (Average Scale Score: 4,172, Tested: 259, Did Not Meet Grade Level Performance: 17%, Approaches: 22%, Meets: 24%, Masters: 37%)
17%
22%
24%
37%
Multirace: (Average Scale Score: 4,293, Tested: 20, Did Not Meet Grade Level Performance: 20%, Approaches: 10%, Meets: 20%, Masters: 50%)
20%
10%
20%
50%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,930
  • Males3,985
  • Females3,876
  • Hispanic3,865
  • Asian3,978
  • Black3,923
  • White3,980
  • Multirace4,050
Social Studies Average Scale Score:

3,930
Texas:

3,461
Social Studies students tested: 591
# Absent - Not Tested: 9
Social Studies # Answer Documents Submitted: 600

Social Studies Avg Items Correct:
  • Reporting Category 1: 11.5 (68%)
  • Reporting Category 2: 7 (70%)
  • Reporting Category 3: 6.3 (63%)
  • Reporting Category 4: 4.5 (64%)

Did Not Meet Grade Level Performance: 23%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 29%

23%
30%
18%
29%
Males: (Average Scale Score: 3,985, Tested: 293, Did Not Meet Grade Level Performance: 21%, Approaches: 28%, Meets: 18%, Masters: 33%)
21%
28%
18%
33%
Females: (Average Scale Score: 3,876, Tested: 298, Did Not Meet Grade Level Performance: 24%, Approaches: 32%, Meets: 19%, Masters: 25%)
24%
32%
19%
25%
Hispanic: (Average Scale Score: 3,865, Tested: 241, Did Not Meet Grade Level Performance: 26%, Approaches: 34%, Meets: 20%, Masters: 20%)
26%
34%
20%
20%
Asian: (Average Scale Score: 3,978, Tested: 11, Did Not Meet Grade Level Performance: 18%, Approaches: 27%, Meets: 10%, Masters: 45%)
18%
27%
10%
45%
Black: (Average Scale Score: 3,923, Tested: 58, Did Not Meet Grade Level Performance: 24%, Approaches: 26%, Meets: 21%, Masters: 29%)
24%
26%
21%
29%
White: (Average Scale Score: 3,980, Tested: 257, Did Not Meet Grade Level Performance: 19%, Approaches: 28%, Meets: 17%, Masters: 36%)
19%
28%
17%
36%
Multirace: (Average Scale Score: 4,050, Tested: 20, Did Not Meet Grade Level Performance: 20%, Approaches: 35%, Meets: 10%, Masters: 35%)
20%
35%
10%
35%

Health & Safety


Offenses:
(State average from 2,394 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of physical attack or fight without a weapon: 7


Total incidents per 1,000 students
School:

5.9
State:

38.0

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)
  • Hispanic: 2 (all female)
  • White: 2 (all male)

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

3.4
State:

17.4
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • White: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Ray D Corbett J H School:

1.7
Texas:

5.4

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

  • Hispanic55
  • American Indian2
  • Asian2
  • Black13
  • White97
  • Multirace7
  • LEP7
  • IDEA22
  • 50422
Chronic Student Absenteeism: 176 (male: 89, female: 87)
  • Hispanic: 55 (male: 26, female: 29)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 2 (all female)
  • Black: 13 (male: 8, female: 5)
  • White: 97 (male: 50, female: 47)
  • Two or More Races: 7 (male: 5, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 2, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 11, female: 11)
  • Section 504: 22 (male: 14, female: 8)
Chronic Student Absenteeism per 1,000 students
Ray D Corbett J H School:

147.8
State:

147.9

Restraint and Seclusion:
Show data for

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


Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.

    Total Number of Non-IDEA students subjected to mechanical restraint

  • Hispanic2
  • Black2
  • White2
  • LEP2
Total Number of Non-IDEA students subjected to mechanical restraint: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2
  • Limited English Proficiency (LEP): 2

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

5.0
State:

3.1
Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 2 (all male)
  • White: 2

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

1.7
Texas:

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

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

3.4
State:

7.2

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

  • Hispanic95
  • American Indian1
  • Native Hawaiian3
  • Black35
  • White88
  • LEP17
  • IDEA47
  • 50442
School days missed due to out-of-school suspension: 222 (male: 157, female: 65)
  • Hispanic: 95 (male: 50, female: 45)
  • American Indian / Alaska Native: 1 (all female)
  • Native Hawaiian / Pacific Islander: 3 (all male)
  • Black: 35 (male: 32, female: 3)
  • White: 88 (male: 72, female: 16)
  • Limited English Proficiency (LEP): 17 (male: 4, female: 13)
  • Individuals With Disabilities Education Act (IDEA): 47 (male: 34, female: 13)
  • Section 504: 42 (male: 39, female: 3)
Instances of out-of-school suspension (Students without disabilities): 75

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

63.0
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic55
  • Native Hawaiian2
  • Black16
  • White58
  • Multirace4
  • LEP7
Students without disabilities receiving one or more in-school suspension: 135 (male: 94, female: 41)
  • Hispanic: 55 (male: 32, female: 23)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 16 (male: 11, female: 5)
  • White: 58 (male: 47, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic22
  • American Indian2
  • Black8
  • White22
  • LEP2
Students without disabilities receiving only one out-of-school suspension: 54 (male: 39, female: 15)
  • Hispanic: 22 (male: 11, female: 11)
  • American Indian / Alaska Native: 2 (all female)
  • Black: 8 (all male)
  • White: 22 (male: 20, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
Instances of out-of-school suspension (Students with disabilities): 19

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Ray D Corbett J H School:

16.0
State:

27.5
Instances of out-of-school suspension (Section 504 only): 19

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Ray D Corbett J H School:

16.0
Texas:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic7
  • Black4
  • White7
  • Multirace2
  • LEP4
  • 50416
Students with disabilities receiving one or more in-school suspension: 20 (male: 14, female: 6)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Section 504: 16 (male: 14, female: 2)

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic4
  • Native Hawaiian2
  • Black4
  • White2
  • LEP2
  • 5042
Students with disabilities receiving only one out-of-school suspension: 12 (male: 6, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
  • Section 504: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2
  • Section 504: 7

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 under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
  • Hispanic: 2

Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Ray D Corbett J H School:

1.7
Texas:

2.2
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • White: 2

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

1.7
State:

10.5
Students with Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
  • White: 2

Students with Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Ray D Corbett J H School:

1.7
State:

0.3

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

  • Hispanic82
  • American Indian2
  • Asian7
  • Black16
  • White112
  • Multirace13
  • LEP4
8th grade student enrollment in Algebra I: 232 (male: 114, female: 118)
  • Hispanic: 82 (male: 47, female: 35)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 7 (male: 2, female: 5)
  • Black: 16 (male: 8, female: 8)
  • White: 112 (male: 53, female: 59)
  • Two or More Races: 13 (male: 2, female: 11)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

    8th grade studenst who passed Algebra I

  • Hispanic83
  • Asian4
  • Black17
  • White113
  • Multirace14
8th grade studenst who passed Algebra I: 231 (male: 115, female: 116)
  • Hispanic: 83 (male: 46, female: 37)
  • Asian: 4 (all female)
  • Black: 17 (male: 10, female: 7)
  • White: 113 (male: 55, female: 58)
  • Two or More Races: 14 (male: 4, female: 10)
Percent of 8th grade students who passed
Here:

99.6%
State:

87.0%

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
8th grade students enrolled in Geometry: 5

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