THROCKMORTON COLLEGIATE ISD School District
210 College St, Throckmorton, 76483-5011
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Welcome to the THROCKMORTON COLLEGIATE ISD school district detail page. Here you can find information on various school districts in Texas such as: contact information, student, staff and TAKS statistics as well as graduate information. THROCKMORTON COLLEGIATE ISD is located at 210 College St, Throckmorton, 76483-5011 in View Throckmorton County.Accountability Ratings
B
Good
Texas edu board’s ratings
Student Achievement
81
Student Progress
82
Closing Performance Gaps
74
Overall
80
District Information
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Elementary Schools in THROCKMORTON COLLEGIATE ISD
Middle Schools in THROCKMORTON COLLEGIATE ISD
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Student / Staff Statistics
Student Statistics
| Racial/Ethnic Group | Number | Percent | |
|---|---|---|---|
| African American | 2 | 1.3% | |
| Hispanic | 22 | 14.1% | |
| White | 133 | 84.6% | |
| Asian | 0 | 0.0% | |
| Native American | 0 | 0.0% | |
| Two or More Races | 0 | 0.0% | |
| Total Students | 157 | 100% | |
| Eco Disadvantaged | 60 | 38.5% | |
| Limited English Proficiency | 0 | 0.0% |
| Program | Count | Percent | |
|---|---|---|---|
| Bilingual | 0 | 0.0% | |
| Gifted & Talented | 9 | 5.8% | |
| Special Education | 9 | 5.8% | |
| Vocational | 0 | 0.0% | |
| Teacher Student Ratio | 8 S/T |
| Grades | Percent | |
|---|---|---|
| EE | 0.0% | |
| PK | 10.9% | |
| G01 | 6.4% | |
| G02 | 6.4% | |
| G03 | 7.7% | |
| G04 | 6.4% | |
| G05 | 5.1% | |
| G06 | 2.6% | |
| G07 | 11.5% | |
| G08 | 5.8% | |
| G09 | 7.7% | |
| G10 | 9.0% | |
| G11 | 9.6% | |
| G12 | 5.8% |
Staff Statistics
Staff
| Group | Count | Percent | |
|---|---|---|---|
| Teachers | 19 | 59% | |
| School Admin | 0 | 0% | |
| Central Admin | 0 | 0% | |
| Professional Support | 2 | 6% | |
| Education Aide | 5 | 16% | |
| Total Auxiliary Staff | 6 | 19% | |
| Total Staff | 33 |
Teachers
| By Ethnicity | Count | Percent | |
|---|---|---|---|
| African American | 0 | 0% | |
| Hispanic | 0 | 0% | |
| White | 19 | 100% | |
| Asian | 0 | 0% | |
| Two or More Races | 0 | 0% |
| By Experience | Count | Percent | |
|---|---|---|---|
| Over 30 years | 0 | 0% | |
| 20 - 30 years | 3 | 15% | |
| 11 - 20 years | 4 | 22% | |
| 6 - 10 years | 3 | 15% | |
| 1- 5 years | 7 | 36% | |
| Beginning Teacher | 3 | 13% |
| By Degree | Count | Percent | |
|---|---|---|---|
| No Degree | 2 | 8% | |
| Bachelors | 16 | 82% | |
| Masters | 1 | 5% | |
| Doctorate | 1 | 5% |
| By Program | Count | Percent | |
|---|---|---|---|
| Bilingual / ESL | 0 | 0% | |
| Career & Technology | 6 | 32% | |
| Gifted & Talented | 0 | 0% | |
| Special Education | 0 | 2% | |
| Regular | 12 | 64% |
2022 STAAR Statistics
| Group | All Subjects | Read/ELA | Math | Science | Soc Studies | |
|---|---|---|---|---|---|---|
| ALL | 57% | 67% | 44% | 54% | 57% | |
| African American | *% | *% | *% | *% | *% | |
| Hispanic | 40% | 40% | 50% | 40% | *% | |
| White | 61% | 72% | 44% | 61% | 64% | |
| Asian | .% | .% | .% | .% | .% | |
| Two or More Races | .% | .% | % | .% | .% | |
| Economically Disadvantaged | 53% | 66% | 32% | 44% | 62% | |
| Male Students | 52% | 63% | 32% | 42% | 58% | |
| Female Students | 63% | 71% | 53% | 67% | 55% | |
| Special Education | 21% | 33% | *% | *% | *% |
Class of 2021 Graduates
| Group | % Tested |
SAT Avg |
ACT Avg |
Abv Criteria |
Read Ready |
Math Ready |
Both Ready |
Graduated | GED | Cont. | Dropout |
|---|---|---|---|---|---|---|---|---|---|---|---|
| ALL | 100 | * | 16.6 | n/a | 57.1 | 14.3 | 14.3 | 100 | n/a | n/a | n/a |
| African American | * | . | * | * | * | * | * | * | * | * | * |
| Hispanic | * | . | * | * | * | * | * | * | * | * | * |
| White | * | * | 16.3 | n/a | * | * | * | * | n/a | * | * |
| Asian | . | . | . | . | . | . | . | . | . | . | . |
| Two or More Races | . | . | . | . | . | . | . | n/a | n/a | n/a | n/a |
| Male Students | * | . | * | * | * | * | * | * | * | * | * |
| Female Students | * | * | 17.5 | n/a | * | * | * | * | * | * | * |
| Economically Disadvantaged | * | . | * | * | * | * | * | * | * | * | * |
| Special Education | n/a | n/a | n/a | n/a | . | . | . | . | . | . | . |
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