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Sam Rayburn School in Bryan, TX
(06-08 • 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 21
Address
 1048 N EARL RUDDER FWY
Bryan, TX 77802
Telephone
(979) 209-6600
(make sure to verify first before calling)
Website
http://rayburn.bryanisd.org/
City-data.com school rating
21
Students
696
Classroom Teachers (FTE)
53.6
Free lunch eligible students
451
Reduced-price lunch
eligible students
50
School district
BRYAN 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:
BRYAN COLLEGIATE H S (1.9 miles):

67
TRAVIS B BRYAN H S (1.8 miles):

49
HENDERSON EL (2.0 miles):

39
FANNIN EL (1.7 miles):

35
JAMES EARL RUDDER H S (0.6 miles):

26
MITCHELL EL (0.4 miles):

22
STEPHEN F AUSTIN (1.9 miles):

21
Sam Rayburn School:

21
THE MARY CATHERINE HARRIS SCHOOL-SCHOOL OF CHOICE (1.9 miles):

18
Sam Rayburn School rating compared to average state, county and city schools ratings:
Texas:

54
Brazos County:

50
Bryan:

34
Sam Rayburn School:

21

Students & Teachers


Total enrollment:
Enrollment in 2016: 696
Enrollment in 2015: 777
Enrollment in 2014: 804
Enrollment in 2013: 805
Enrollment in 2012: 802
Enrollment in 2011: 868
Enrollment in 2010: 965
Enrollment in 2009: 933
Enrollment in 2008: 1,207
Enrollment in 2007: 1,240
Enrollment in 2006: 1,199
Enrollment in 2005: 1,223
Enrollment in 2004: 1,190
Enrollment in 2003: 1,216
Enrollment in 2002: 1,199
Enrollment in 2001: 1,199
Enrollment in 2000: 1,132
Enrollment in 1999: 1,101

Sam Rayburn School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students207249240696
Female students96110117323
Male students111139123373
American Indian/Alaska Native students1 - - 1
Asian students - 3 - 3
Hispanic students84103101288
Black students687779224
White students456558168
Two or More Races students91212

Enrollment by grade:
6th grade enrollment: 207
7th grade enrollment: 249
8th grade enrollment: 240

Sam Rayburn School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 323 (46.4%)
School:

46.4%
State:

49.0%
Male enrollment: 373 (53.6%)
Sam Rayburn School:

53.6%
Texas:

50.1%

Sam Rayburn School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 1 (0.1%)
School:

0.1%
State:

0.4%
Asian enrollment: 3 (0.4%)
Here:

0.4%
Texas:

3.1%
Hispanic enrollment: 288 (41.4%)
Here:

41.4%
Texas:

46.9%
Black enrollment: 224 (32.2%)
Here:

32.2%
State:

11.6%
White enrollment: 168 (24.1%)
Sam Rayburn School:

24.1%
State:

32.3%
Two or More Races enrollment: 12 (1.7%)
School:

1.7%
Texas:

2.1%

Sam Rayburn School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 501 (72.0%)
Here:

72.0%
Texas:

61.6%
Free lunch eligible students: 451 (64.8%)
School:

64.8%
Texas:

55.4%
Reduced-price lunch eligible students: 50 (7.2%)
School:

7.2%
State:

6.2%

Sam Rayburn School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 53.6

Number of FTE teachers in their first year of teaching: 9
Number of FTE teachers in their second year of teaching: 7.9
Number of FTE school counselors: 3
Number of FTE teachers who were absent more than 10 school days during the school years: 11.3
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1
Number of FTE psychologists: 0.5

Student/Teacher Ratio
Sam Rayburn School:

13.0
State:

15.6

Sam Rayburn School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,707,760
  • Full-time Equivalency Count of Teachers: 53.6 (Salary Expenditures: $2,056,802)
  • Full-time Equivalency Count of Instructional Aides: 0.8 (Salary Expenditures: $12,946)
  • Full-time Equivalency Count of Support Services Staff: 9 (Salary Expenditures: $611,989)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $258,728)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $578,283
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $3,401,873
  • Salary Expenditures for Teachers: $2,456,210
  • Full-time Equivalency Count of Instructional Aides: 7.7 (Salary Expenditures: $127,825)
  • Full-time Equivalency Count of Support Services Staff: 11.2 (Salary Expenditures: $837,264)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $258,728)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $710,403

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 91 (male: 56, female: 35)
  • Hispanic: 91 (male: 56, female: 35)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)

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

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

    Students with disabilities served under IDEA

  • Hispanic35
  • Black41
  • White20
  • Multirace4
  • LEP10
Students with disabilities served under IDEA: 100 (male: 70, female: 30)
  • Hispanic: 35 (male: 28, female: 7)
  • Black: 41 (male: 25, female: 16)
  • White: 20 (male: 13, female: 7)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 10 (all male)

    Students with disabilities served under Section 504

  • Hispanic34
  • American Indian2
  • Black28
  • White28
  • Multirace4
  • LEP7
Students with disabilities served under Section 504: 96 (male: 55, female: 41)
  • Hispanic: 34 (male: 23, female: 11)
  • American Indian / Alaska Native: 2 (all male)
  • Black: 28 (male: 14, female: 14)
  • White: 28 (male: 14, female: 14)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

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: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 2 (all female)
  • Section 504: 2 (all female)

Percent of 6th grade students retained
Sam Rayburn School:

1.9%
State:

6.3%
Total number of students retained in 7th grade: 2 (all male)
  • Hispanic: 2

Percent of 7th grade students retained
Sam Rayburn School:

0.8%
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

  • Hispanic25
  • Black22
  • White52
  • LEP4
  • IDEA2
Gifted and Talented Student Enrollment: 99 (male: 54, female: 45)
  • Hispanic: 25 (male: 11, female: 14)
  • Black: 22 (male: 14, female: 8)
  • White: 52 (male: 29, female: 23)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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

142.2
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,265 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.
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,577
  • Males1,588
  • Females1,563
  • Hispanic1,582
  • Black1,512
  • White1,617
  • Multirace1,539
Math Average Scale Score:

1,577
Texas:

1,603
Math students tested: 581
# Absent - Not Tested: 3
Math # Answer Documents Submitted: 584

Math Avg Items Correct:
  • Reporting Category 1: 3.5 (59%)
  • Reporting Category 2: 10.2 (60%)
  • Reporting Category 3: 5.4 (60%)
  • Reporting Category 4: 2.4 (59%)

Did Not Meet Grade Level Performance: 29%
Approaches Grade Level Performance: 32%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 16%

29%
32%
23%
16%
Males: (Average Scale Score: 1,588, Tested: 325, Did Not Meet Grade Level Performance: 29%, Approaches: 29%, Meets: 23%, Masters: 19%)
29%
29%
23%
19%
Females: (Average Scale Score: 1,563, Tested: 256, Did Not Meet Grade Level Performance: 30%, Approaches: 35%, Meets: 23%, Masters: 12%)
30%
35%
23%
12%
Hispanic: (Average Scale Score: 1,582, Tested: 268, Did Not Meet Grade Level Performance: 26%, Approaches: 31%, Meets: 28%, Masters: 15%)
26%
31%
28%
15%
Black: (Average Scale Score: 1,512, Tested: 123, Did Not Meet Grade Level Performance: 50%, Approaches: 36%, Meets: 7%, Masters: 7%)
50%
36%
7%
7%
White: (Average Scale Score: 1,617, Tested: 174, Did Not Meet Grade Level Performance: 19%, Approaches: 28%, Meets: 31%, Masters: 22%)
19%
28%
31%
22%
Multirace: (Average Scale Score: 1,539, Tested: 14, Did Not Meet Grade Level Performance: 43%, Approaches: 43%, Meets: 0%, Masters: 14%)
43%
43%
14%

    Reading Average Scale Score
    (5th Grade)

  • All1,541
  • Males1,545
  • Females1,534
  • Hispanic1,537
  • Black1,477
  • White1,592
  • Multirace1,542
Reading Average Scale Score:

1,541
State:

1,546
Reading students tested: 581
# Absent - Not Tested: 3
Reading # Answer Documents Submitted: 584

Reading Avg Items Correct:
  • Reporting Category 1: 5.3 (66%)
  • Reporting Category 2: 10.7 (67%)
  • Reporting Category 3: 8.5 (60%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 23%
Masters Grade Level Performance: 17%

30%
30%
23%
17%
Males: (Average Scale Score: 1,545, Tested: 325, Did Not Meet Grade Level Performance: 30%, Approaches: 28%, Meets: 24%, Masters: 18%)
30%
28%
24%
18%
Females: (Average Scale Score: 1,534, Tested: 256, Did Not Meet Grade Level Performance: 30%, Approaches: 32%, Meets: 22%, Masters: 16%)
30%
32%
22%
16%
Hispanic: (Average Scale Score: 1,537, Tested: 268, Did Not Meet Grade Level Performance: 28%, Approaches: 33%, Meets: 27%, Masters: 12%)
28%
33%
27%
12%
Black: (Average Scale Score: 1,477, Tested: 123, Did Not Meet Grade Level Performance: 54%, Approaches: 28%, Meets: 7%, Masters: 11%)
54%
28%
7%
11%
White: (Average Scale Score: 1,592, Tested: 174, Did Not Meet Grade Level Performance: 15%, Approaches: 27%, Meets: 30%, Masters: 28%)
15%
27%
30%
28%
Multirace: (Average Scale Score: 1,542, Tested: 14, Did Not Meet Grade Level Performance: 43%, Approaches: 21%, Meets: 7%, Masters: 29%)
43%
21%
7%
29%

    Science Average Scale Score
    (5th Grade)

  • All3,757
  • Males3,806
  • Females3,695
  • Hispanic3,735
  • Black3,518
  • White3,965
  • Multirace3,766
Science Average Scale Score:

3,757
Texas:

3,771
Science students tested: 580
# Absent - Not Tested: 2
Science # Answer Documents Submitted: 582

Science Avg Items Correct:
  • Reporting Category 1: 3.9 (65%)
  • Reporting Category 2: 5.8 (72%)
  • Reporting Category 3: 6.3 (63%)
  • Reporting Category 4: 7.8 (65%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 12%

30%
37%
21%
12%
Males: (Average Scale Score: 3,806, Tested: 324, Did Not Meet Grade Level Performance: 26%, Approaches: 35%, Meets: 24%, Masters: 15%)
26%
35%
24%
15%
Females: (Average Scale Score: 3,695, Tested: 256, Did Not Meet Grade Level Performance: 34%, Approaches: 41%, Meets: 18%, Masters: 7%)
34%
41%
18%
7%
Hispanic: (Average Scale Score: 3,735, Tested: 268, Did Not Meet Grade Level Performance: 30%, Approaches: 41%, Meets: 20%, Masters: 9%)
30%
41%
20%
9%
Black: (Average Scale Score: 3,518, Tested: 124, Did Not Meet Grade Level Performance: 52%, Approaches: 35%, Meets: 10%, Masters: 3%)
52%
35%
10%
3%
White: (Average Scale Score: 3,965, Tested: 172, Did Not Meet Grade Level Performance: 12%, Approaches: 35%, Meets: 32%, Masters: 21%)
12%
35%
32%
21%
Multirace: (Average Scale Score: 3,766, Tested: 14, Did Not Meet Grade Level Performance: 29%, Approaches: 35%, Meets: 22%, Masters: 14%)
29%
35%
22%
14%
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,613
  • Males1,620
  • Females1,605
  • Hispanic1,604
  • Black1,564
  • White1,658
  • Multirace1,658
Math Average Scale Score:

1,613
State:

1,546
Math students tested: 573
Math # Answer Documents Submitted: 573

Math Avg Items Correct:
  • Reporting Category 1: 5.1 (51%)
  • Reporting Category 2: 7.8 (52%)
  • Reporting Category 3: 2.9 (48%)
  • Reporting Category 4: 3.3 (48%)

Did Not Meet Grade Level Performance: 30%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 20%
Masters Grade Level Performance: 13%

30%
37%
20%
13%
Males: (Average Scale Score: 1,620, Tested: 301, Did Not Meet Grade Level Performance: 30%, Approaches: 35%, Meets: 20%, Masters: 15%)
30%
35%
20%
15%
Females: (Average Scale Score: 1,605, Tested: 272, Did Not Meet Grade Level Performance: 29%, Approaches: 41%, Meets: 19%, Masters: 11%)
29%
41%
19%
11%
Hispanic: (Average Scale Score: 1,604, Tested: 274, Did Not Meet Grade Level Performance: 31%, Approaches: 38%, Meets: 20%, Masters: 11%)
31%
38%
20%
11%
Black: (Average Scale Score: 1,564, Tested: 117, Did Not Meet Grade Level Performance: 46%, Approaches: 40%, Meets: 9%, Masters: 5%)
46%
40%
9%
5%
White: (Average Scale Score: 1,658, Tested: 161, Did Not Meet Grade Level Performance: 16%, Approaches: 35%, Meets: 27%, Masters: 22%)
16%
35%
27%
22%
Multirace: (Average Scale Score: 1,658, Tested: 18, Did Not Meet Grade Level Performance: 28%, Approaches: 33%, Meets: 11%, Masters: 28%)
28%
33%
11%
28%

    Reading Average Scale Score
    (6th Grade)

  • All1,541
  • Males1,521
  • Females1,562
  • Hispanic1,542
  • Black1,488
  • White1,578
  • Multirace1,517
Reading Average Scale Score:

1,541
Texas:

1,457
Reading students tested: 573
Reading # Answer Documents Submitted: 573

Reading Avg Items Correct:
  • Reporting Category 1: 4.7 (58%)
  • Reporting Category 2: 11.2 (66%)
  • Reporting Category 3: 8 (53%)

Did Not Meet Grade Level Performance: 43%
Approaches Grade Level Performance: 33%
Meets Grade Level Performance: 14%
Masters Grade Level Performance: 10%

43%
33%
14%
10%
Males: (Average Scale Score: 1,521, Tested: 301, Did Not Meet Grade Level Performance: 48%, Approaches: 32%, Meets: 12%, Masters: 8%)
48%
32%
12%
8%
Females: (Average Scale Score: 1,562, Tested: 272, Did Not Meet Grade Level Performance: 38%, Approaches: 34%, Meets: 15%, Masters: 13%)
38%
34%
15%
13%
Hispanic: (Average Scale Score: 1,542, Tested: 274, Did Not Meet Grade Level Performance: 41%, Approaches: 36%, Meets: 14%, Masters: 9%)
41%
36%
14%
9%
Black: (Average Scale Score: 1,488, Tested: 117, Did Not Meet Grade Level Performance: 65%, Approaches: 24%, Meets: 8%, Masters: 3%)
65%
24%
8%
3%
White: (Average Scale Score: 1,578, Tested: 161, Did Not Meet Grade Level Performance: 32%, Approaches: 33%, Meets: 18%, Masters: 17%)
32%
33%
18%
17%
Multirace: (Average Scale Score: 1,517, Tested: 18, Did Not Meet Grade Level Performance: 50%, Approaches: 33%, Meets: 6%, Masters: 11%)
50%
33%
6%
11%

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.

Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage

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.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
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: 44

Incidents of threats of physical attack with a firearm or explosive device: 1
Incidents of threats of physical attack without a weapon: 1


Total incidents per 1,000 students
Here:

66.1
Texas:

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 (all female)
  • Hispanic: 2
  • Black: 2

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

5.7
State:

17.4
Students without disabilities who received a school-related arrest: 4 (all female)
  • Hispanic: 2
  • Black: 2

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

5.7
Texas:

13.1

    Students with disabilities who were referred to a law enforcement agency or official

  • Hispanic2
  • Black2
  • White2
  • Multirace2
Students with disabilities who were referred to a law enforcement agency or official: 8 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2
  • Two or More Races: 2

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

11.5
Texas:

5.4

    Students with disabilities who received a school-related arrest

  • Hispanic2
  • Black2
  • White2
  • Multirace2
Students with disabilities who received a school-related arrest: 8 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2
  • Two or More Races: 2

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

11.5
State:

4.1

Chronic Student Absenteeismt:
Show data for

(State average from 7,777 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic25
  • Black34
  • White10
  • Multirace2
  • LEP4
  • IDEA19
  • 50410
Chronic Student Absenteeism: 71 (male: 38, female: 33)
  • Hispanic: 25 (male: 14, female: 11)
  • Black: 34 (male: 17, female: 17)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 14, female: 5)
  • Section 504: 10 (male: 8, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

102.0
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: 11 (male: 9, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 5 (all male)

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

15.8
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).
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

  • Hispanic221
  • Black435
  • White69
  • Multirace16
  • LEP60
  • IDEA228
  • 504107
School days missed due to out-of-school suspension: 741 (male: 425, female: 316)
  • Hispanic: 221 (male: 130, female: 91)
  • Black: 435 (male: 224, female: 211)
  • White: 69 (male: 55, female: 14)
  • Two or More Races: 16 (all male)
  • Limited English Proficiency (LEP): 60 (male: 47, female: 13)
  • Individuals With Disabilities Education Act (IDEA): 228 (male: 157, female: 71)
  • Section 504: 107 (male: 87, female: 20)
Instances of out-of-school suspension (Students without disabilities): 296

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

425.3
State:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic61
  • Black97
  • White22
  • Multirace4
  • LEP22
Students without disabilities receiving one or more in-school suspension: 184 (male: 107, female: 77)
  • Hispanic: 61 (male: 32, female: 29)
  • Black: 97 (male: 59, female: 38)
  • White: 22 (male: 14, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 22 (male: 11, female: 11)

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

  • Hispanic25
  • Black25
  • White7
  • LEP7
Students without disabilities receiving only one out-of-school suspension: 57 (male: 27, female: 30)
  • Hispanic: 25 (male: 11, female: 14)
  • Black: 25 (male: 14, female: 11)
  • White: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic16
  • Black37
  • White4
  • Multirace2
  • LEP7
Students without disabilities receiving more than one out-of-school suspension: 59 (male: 32, female: 27)
  • Hispanic: 16 (male: 11, female: 5)
  • Black: 37 (male: 17, female: 20)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
Instances of out-of-school suspension (Students with disabilities): 147

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

211.2
State:

27.5
Instances of out-of-school suspension (Section 504 only): 68

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

97.7
State:

12.0

    Students with disabilities receiving one or more in-school suspension

  • Hispanic11
  • Black25
  • White2
  • Multirace2
  • LEP5
  • 50434
Students with disabilities receiving one or more in-school suspension: 40 (male: 29, female: 11)
  • Hispanic: 11 (all male)
  • Black: 25 (male: 14, female: 11)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 5 (all male)
  • Section 504: 34 (male: 23, female: 11)

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

  • Hispanic2
  • Black10
  • White5
  • LEP2
  • 50413
Students with disabilities receiving only one out-of-school suspension: 17 (male: 12, female: 5)
  • Hispanic: 2 (all male)
  • Black: 10 (male: 5, female: 5)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 13 (male: 5, female: 8)

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

  • Hispanic10
  • Black13
  • White5
  • Multirace2
  • LEP2
  • 50413
Students with disabilities receiving more than one out-of-school suspension: 30 (male: 23, female: 7)
  • Hispanic: 10 (male: 8, female: 2)
  • Black: 13 (male: 8, female: 5)
  • White: 5 (all male)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 13 (male: 11, female: 2)

Expulsions:
Show data for

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

Expulsion 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 with educational services: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)

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

5.7
Texas:

26.6
Students without Disabilities who received an expulsion under zero tolerance policies: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)

Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Sam Rayburn School:

5.7
State:

2.2

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

  • Hispanic13
  • Black4
  • White22
  • LEP2
8th grade student enrollment in Algebra I: 39 (male: 21, female: 18)
  • Hispanic: 13 (male: 5, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 22 (male: 14, female: 8)
  • Limited English Proficiency (LEP): 2 (all female)
8th grade studenst who passed Algebra I: 34 (male: 17, female: 17)
  • Hispanic: 11 (male: 4, female: 7)
  • White: 23 (male: 13, female: 10)
Percent of 8th grade students who passed
School:

87.2%
Texas:

87.0%

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