2017-18 Federal Report Card

	Texas Education Agency	Print this report
2017-18 Federal Report Card for Texas Public Schools
Campus Name: LEE A MCSHAN JR EL
Campus ID: 057905286
District Name: DALLAS ISD

Part (i): General Description of the Texas State Accountability System Under Subsection (c)

Part (i)(I) the minimum number of students that the State determines are necessary to be included in each of the subgroups of students, as defined in subsection (c)(2), for use in the accountability system;
The Texas accountability minimum size criteria are 25 tests for assessments related indicators or 25 students for non-assessment related indicators, such as graduation, for any student group, and 10 tests or students for All student group.

Part (i)(II) the long-term goals and measurements of interim progress for all students and for each of the subgroups of students, as defined in subsection (c)(2);

			All Students	African American	Hispanic	White	American Indian	Asian	Pacific Islander	Two or More Races	Econ Disadv	Special Educ	EL (Current and Former)
Academic Performance (At Meets Grade Level or Above)	Reading/ELA	Baseline 2016-17 Rates	44%	32%	37%	60%	43%	74%	45%	56%	33%	19%	29%
		2017-18 through 2021-22	44%	32%	37%	60%	43%	74%	45%	56%	33%	19%	29%
		2022-23 through 2026-27	52%	42%	46%	66%	51%	78%	53%	62%	43%	31%	39%
		2027-28 through 2031-32	62%	54%	58%	73%	62%	82%	63%	70%	55%	45%	52%
		2032-33	72%	66%	69%	80%	72%	87%	73%	78%	67%	60%	65%
	Mathematics	Baseline 2016-17 Rates	46%	31%	40%	59%	45%	82%	50%	54%	36%	23%	40%
		2017-18 through 2021-22	46%	31%	40%	59%	45%	82%	50%	54%	36%	23%	40%
		2022-23 through 2026-27	54%	41%	49%	65%	53%	85%	57%	61%	45%	34%	49%
		2027-28 through 2031-32	63%	54%	59%	73%	63%	88%	66%	69%	57%	48%	59%
		2032-33	73%	66%	70%	80%	73%	91%	75%	77%	68%	62%	70%
EL Progress		Baseline 2016-17 Rates											41%
		2017-18 through 2021-22											42%
		2022-23 through 2026-27											44%
		2027-28 through 2031-32											46%
Graduation Rate:4-Year Longitudinal Rate		Baseline 2016-17 Rates	89%	85%	87%	93%	86%	95%	89%	92%	86%	78%	72%
		2017-18 through 2021-22	90%	90%	90%	90%	90%	90%	90%	90%	90%	90%	90%
		2022-23 through 2026-27	92%	92%	92%	92%	92%	92%	92%	92%	92%	92%	92%
		2027-28 through 2031-32	94%	94%	94%	94%	94%	94%	94%	94%	94%	94%	94%

Part (i)(III) the indicators described in subsection (c)(4)(B) used to meaningfully differentiate all public schools in the State;
a. Academic Achievement Indicator: STAAR Performance Status (Percent at or above Meets Grade Level)
b. Other Academic Indicator for Non-High Schools: STAAR Growth Status
c. Graduation Rate: Federal Graduation Status
d. ELP Indicator: English Learner Language Proficiency Status
e. School Quality or Student Success (SQSS) Indicators: College, Career, and Military Readiness for High Schools and K-12; Student Achievement Domain Score: STAAR only for All Other Schools without Annual Graduates

Part (i)(IV) the State's system for meaningfully differentiating all public schools in the State, including:
(aa) the specific weight of the indicators described in subsection (c)(4)(B) in such differentiation;

Campus Type	Indicator	Weight
Elementary and Middle Schools	Academic Achievement	30%
	Other Academic Indicator	50%
	English Learner Language proficiency	10%
	SQSS: Student Achievement Domain Score	10%
High Schools and K-12	Academic Achievement	50%
	4-Year Graduation Rate	10%
	English Learner Language proficiency	10%
	SQSS: College, Career, and Military Readiness	30%

(bb) the methodology by which the State differentiates all such schools;
A weighted average of the accountability indicators will be computed from the number of items meeting targets divided by the number of items evaluated. The weighted average will be scaled to grades A (90-00), B (80-89), C (70-79), D (60-69), and F (0-59) and further used to differentiate all public schools.

(cc) the methodology by which the State differentiates a school as consistently underperforming for any subgroup of students described in section (c)(4)(C)(iii), including the time period used by the State to determine consistent underperformance;
Student group achievement is monitored annually through the Closing the Gaps domain of the State accountability. Any campus that has one or more achievement gap(s) between individual student groups and the interim goals for three consecutive years will be identified as a consistently underperforming school.

(dd) the methodology by which the State identifies a school for comprehensive support and improvement as required under subsection (c)(4)(D)(i);
The Closing the Gaps domain scaled score is used to identify schools for comprehensive support and improvement. TEA rank orders the scaled domain score for all campuses. The lowest five percent of campuses that receive Title I, Part A funds are identified for comprehensive support and improvement. Also, if a campus does not attain a 67 percent four-year graduation rate for the all students group, the campus is also automatically identified for comprehensive support and improvement. Additionally, any Title I campus identified for targeted support and improvement for three consecutive years is identified for comprehensive support and improvement the following school year.
TEA will annually identify campuses for comprehensive support and improvement beginning with the August 2018 accountability release, which is based on school year 2017-18 performance data.

Part (i)(V) the number and names of all public schools in the State identified by the State for comprehensive support and improvement under subsection (c)(4)(D)(i) or implementing targeted support and improvement plans under subsection (d)(2);
Comprehensive Support and Improvement Schools and Additional Targeted Support Schools list those campuses that have been identified for comprehensive support and additional targeted support based on performance in the Closing the Gaps domain (Excel file).

Part (i)(VI) the exit criteria established by the State as required under clause (i) of subsection (d)(3)(A), including the length of years established under clause (i)(II) of such subsection.
Campuses that do not rank in the bottom five percent of the Closing the Gaps domain for two consecutive years and have increased a letter grade (for example, from F to D or from D to C) on the Closing the Gaps domain will be considered as having successfully exited comprehensive support and improvement status.
To exit additional targeted support and improvement status, a student group must meet at least 50 percent of the indicators evaluated and meet the targets for the Academic Achievement component in both reading and mathematics.

Part (ii): Student Achievement by Proficiency Level

This section provides information on student achievement on the STAAR (State of Texas Assessments of Academic Readiness) performance for mathematics, ELA/reading, and science by grade level and proficiency level for the 2017-18 school year. These results include all students tested, regardless of whether they were in the accountability subset.

		State	District	Campus	African American	Hispanic	White	American Indian	Asian	Pacific Islander	Two or More Races	Econ Disadv	Non Econ Disadv	CWD	CWOD	EL	Male	Female	Migrant	Homeless	Foster Care	Military
STAAR Percent at Approaches Grade Level or Above
Grade 3
Reading	All Students	77%	72%	78%	75%	87%	*	-	71%	-	-	78%	-	*	80%	78%	76%	80%	-	*	-	-
	CWD	51%	49%	*	*	*	-	-	*	-	-	*	-	*	-	*	*	*	-	-	-	-
	CWOD	79%	74%	80%	74%	91%	*	-	75%	-	-	80%	-	-	80%	81%	80%	81%	-	*	-	-
	EL	70%	74%	78%	69%	86%	*	-	71%	-	-	78%	-	*	81%	78%	77%	80%	-	*	-	-
	Male	74%	69%	76%	64%	90%	*	-	65%	-	-	76%	-	*	80%	77%	76%	-	-	-	-	-
	Female	79%	75%	80%	80%	82%	*	-	78%	-	-	80%	-	*	81%	80%	-	80%	-	*	-	-

Mathematics	All Students	77%	75%	78%	60%	87%	*	-	80%	-	-	78%	-	63%	79%	79%	78%	78%	-	*	-	-
	CWD	52%	52%	63%	*	*	-	-	*	-	-	63%	-	63%	-	71%	*	*	-	-	-	-
	CWOD	80%	77%	79%	63%	85%	*	-	84%	-	-	79%	-	-	79%	80%	82%	77%	-	*	-	-
	EL	74%	77%	79%	56%	86%	*	-	79%	-	-	79%	-	71%	80%	79%	79%	80%	-	*	-	-
	Male	77%	74%	78%	45%	90%	*	-	82%	-	-	78%	-	*	82%	79%	78%	-	-	-	-	-
	Female	78%	76%	78%	70%	82%	*	-	78%	-	-	78%	-	*	77%	80%	-	78%	-	*	-	-

Grade 4
Reading	All Students	72%	65%	47%	29%	67%	*	-	33%	-	-	47%	-	*	50%	44%	45%	48%	-	*	-	-
	CWD	46%	42%	*	*	*	-	-	*	-	-	*	-	*	-	*	*	*	-	-	-	-
	CWOD	75%	68%	50%	*	73%	*	-	37%	-	-	50%	-	-	50%	47%	49%	51%	-	*	-	-
	EL	60%	66%	44%	*	68%	*	-	32%	-	-	44%	-	*	47%	44%	47%	41%	-	*	-	-
	Male	70%	62%	45%	*	71%	*	-	25%	-	-	45%	-	*	49%	47%	45%	-	-	*	-	-
	Female	75%	69%	48%	*	64%	*	-	40%	-	-	48%	-	*	51%	41%	-	48%	-	-	-	-

Mathematics	All Students	77%	75%	59%	*	79%	*	-	56%	-	-	59%	-	*	61%	57%	57%	60%	-	*	-	-
	CWD	49%	49%	*	*	*	-	-	*	-	-	*	-	*	-	*	*	*	-	-	-	-
	CWOD	81%	78%	61%	*	85%	*	-	59%	-	-	61%	-	-	61%	61%	60%	62%	-	*	-	-
	EL	72%	77%	57%	*	79%	*	-	55%	-	-	57%	-	*	61%	57%	60%	55%	-	*	-	-
	Male	77%	74%	57%	*	76%	*	-	55%	-	-	57%	-	*	60%	60%	57%	-	-	*	-	-
	Female	78%	76%	60%	*	82%	*	-	56%	-	-	60%	-	*	62%	55%	-	60%	-	-	-	-

Grade 5
Reading	All Students	83%	81%	77%	69%	91%	*	-	58%	-	-	76%	*	*	79%	73%	76%	77%	-	-	*	-
	CWD	54%	55%	*	*	*	-	-	*	-	-	*	-	*	-	*	*	-	-	-	-	-
	CWOD	87%	84%	79%	67%	94%	*	-	63%	-	-	78%	*	-	79%	75%	81%	77%	-	-	*	-
	EL	73%	84%	73%	50%	93%	-	-	56%	-	-	72%	*	*	75%	73%	73%	72%	-	-	*	-
	Male	81%	78%	76%	100%	89%	-	-	46%	-	-	76%	-	*	81%	73%	76%	-	-	-	*	-
	Female	86%	84%	77%	50%	94%	*	-	69%	-	-	76%	*	-	77%	72%	-	77%	-	-	-	-

Mathematics	All Students	90%	87%	77%	50%	91%	*	-	69%	-	-	76%	*	*	79%	77%	76%	77%	-	-	*	-
	CWD	70%	68%	*	*	*	-	-	*	-	-	*	-	*	-	*	*	-	-	-	-	-
	CWOD	92%	89%	79%	47%	97%	*	-	71%	-	-	78%	*	-	79%	78%	81%	77%	-	-	*	-
	EL	86%	89%	77%	*	100%	-	-	68%	-	-	77%	*	*	78%	77%	80%	75%	-	-	*	-
	Male	89%	87%	76%	83%	89%	-	-	54%	-	-	76%	-	*	81%	80%	76%	-	-	-	*	-
	Female	91%	87%	77%	*	94%	*	-	85%	-	-	76%	*	-	77%	75%	-	77%	-	-	-	-

Science	All Students	75%	69%	62%	47%	74%	*	-	50%	-	-	62%	*	*	63%	59%	69%	55%	-	-	*	-
	CWD	48%	49%	*	*	*	-	-	*	-	-	*	-	*	-	*	*	-	-	-	-	-
	CWOD	78%	72%	63%	44%	74%	*	-	54%	-	-	62%	*	-	63%	60%	72%	55%	-	-	*	-
	EL	62%	70%	59%	*	76%	-	-	48%	-	-	58%	*	*	60%	59%	68%	50%	-	-	*	-
	Male	76%	70%	69%	71%	85%	-	-	38%	-	-	69%	-	*	72%	68%	69%	-	-	-	*	-
	Female	75%	68%	55%	*	60%	*	-	62%	-	-	54%	*	-	55%	50%	-	55%	-	-	-	-

STAAR Percent at Meets Grade Level or Above
Grade 3
Reading	All Students	43%	40%	34%	20%	53%	*	-	23%	-	-	34%	-	*	33%	32%	32%	36%	-	*	-	-
	CWD	28%	31%	*	*	*	-	-	*	-	-	*	-	*	-	*	*	*	-	-	-	-
	CWOD	44%	41%	33%	21%	53%	*	-	22%	-	-	33%	-	-	33%	31%	32%	35%	-	*	-	-
	EL	32%	43%	32%	13%	51%	*	-	21%	-	-	32%	-	*	31%	32%	32%	33%	-	*	-	-
	Male	40%	36%	32%	0%	52%	*	-	29%	-	-	32%	-	*	32%	32%	32%	-	-	-	-	-
	Female	45%	44%	36%	40%	53%	*	-	17%	-	-	36%	-	*	35%	33%	-	36%	-	*	-	-

Mathematics	All Students	46%	43%	54%	35%	58%	*	-	60%	-	-	54%	-	38%	55%	54%	48%	60%	-	*	-	-
	CWD	30%	32%	38%	*	*	-	-	*	-	-	38%	-	38%	-	43%	*	*	-	-	-	-
	CWOD	48%	44%	55%	37%	59%	*	-	63%	-	-	55%	-	-	55%	55%	50%	60%	-	*	-	-
	EL	39%	44%	54%	31%	57%	*	-	59%	-	-	54%	-	43%	55%	54%	47%	63%	-	*	-	-
	Male	47%	43%	48%	18%	57%	*	-	53%	-	-	48%	-	*	50%	47%	48%	-	-	-	-	-
	Female	45%	43%	60%	50%	59%	*	-	67%	-	-	60%	-	*	60%	63%	-	60%	-	*	-	-

Grade 4
Reading	All Students	45%	37%	22%	18%	33%	*	-	16%	-	-	22%	-	*	23%	19%	14%	29%	-	*	-	-
	CWD	28%	28%	*	*	*	-	-	*	-	-	*	-	*	-	*	*	*	-	-	-	-
	CWOD	47%	38%	23%	*	35%	*	-	17%	-	-	23%	-	-	23%	21%	16%	30%	-	*	-	-
	EL	29%	36%	19%	*	29%	*	-	16%	-	-	19%	-	*	21%	19%	16%	22%	-	*	-	-
	Male	43%	35%	14%	*	24%	*	-	10%	-	-	14%	-	*	16%	16%	14%	-	-	*	-	-
	Female	47%	41%	29%	*	41%	*	-	20%	-	-	29%	-	*	30%	22%	-	29%	-	-	-	-

Mathematics	All Students	48%	45%	32%	*	40%	*	-	33%	-	-	32%	-	*	33%	31%	24%	38%	-	*	-	-
	CWD	29%	31%	*	*	*	-	-	*	-	-	*	-	*	-	*	*	*	-	-	-	-
	CWOD	50%	46%	33%	*	43%	*	-	37%	-	-	33%	-	-	33%	33%	24%	40%	-	*	-	-
	EL	38%	47%	31%	*	37%	*	-	34%	-	-	31%	-	*	33%	31%	24%	37%	-	*	-	-
	Male	48%	44%	24%	*	24%	*	-	30%	-	-	24%	-	*	24%	24%	24%	-	-	*	-	-
	Female	47%	45%	38%	*	55%	*	-	36%	-	-	38%	-	*	40%	37%	-	38%	-	-	-	-

Grade 5
Reading	All Students	53%	52%	43%	44%	57%	*	-	23%	-	-	42%	*	*	43%	39%	50%	36%	-	-	*	-
	CWD	30%	33%	*	*	*	-	-	*	-	-	*	-	*	-	*	*	-	-	-	-	-
	CWOD	56%	54%	43%	40%	58%	*	-	25%	-	-	42%	*	-	43%	41%	52%	36%	-	-	*	-
	EL	35%	56%	39%	20%	61%	-	-	20%	-	-	38%	*	*	41%	39%	43%	34%	-	-	*	-
	Male	50%	48%	50%	67%	63%	-	-	23%	-	-	50%	-	*	52%	43%	50%	-	-	-	*	-
	Female	56%	55%	36%	30%	50%	*	-	23%	-	-	34%	*	-	36%	34%	-	36%	-	-	-	-

Mathematics	All Students	57%	54%	58%	44%	66%	*	-	54%	-	-	58%	*	*	61%	58%	63%	54%	-	-	*	-
	CWD	34%	38%	*	*	*	-	-	*	-	-	*	-	*	-	*	*	-	-	-	-	-
	CWOD	60%	56%	61%	40%	71%	*	-	58%	-	-	61%	*	-	61%	61%	71%	54%	-	-	*	-
	EL	46%	57%	58%	*	71%	-	-	52%	-	-	57%	*	*	61%	58%	67%	50%	-	-	*	-
	Male	57%	53%	63%	67%	74%	-	-	46%	-	-	63%	-	*	71%	67%	63%	-	-	-	*	-
	Female	58%	56%	54%	*	56%	*	-	62%	-	-	53%	*	-	54%	50%	-	54%	-	-	-	-

Science	All Students	40%	33%	36%	29%	37%	*	-	35%	-	-	36%	*	*	37%	30%	41%	32%	-	-	*	-
	CWD	25%	30%	*	*	*	-	-	*	-	-	*	-	*	-	*	*	-	-	-	-	-
	CWOD	42%	33%	37%	25%	39%	*	-	38%	-	-	36%	*	-	37%	32%	44%	32%	-	-	*	-
	EL	24%	31%	30%	*	34%	-	-	32%	-	-	29%	*	*	32%	30%	39%	22%	-	-	*	-
	Male	42%	35%	41%	29%	50%	-	-	31%	-	-	41%	-	*	44%	39%	41%	-	-	-	*	-
	Female	38%	30%	32%	*	20%	*	-	38%	-	-	30%	*	-	32%	22%	-	32%	-	-	-	-

STAAR Percent at Masters Grade Level
Grade 3
Reading	All Students	24%	21%	14%	10%	21%	*	-	9%	-	-	14%	-	*	15%	11%	14%	13%	-	*	-	-
	CWD	9%	8%	*	*	*	-	-	*	-	-	*	-	*	-	*	*	*	-	-	-	-
	CWOD	26%	23%	15%	11%	24%	*	-	9%	-	-	15%	-	-	15%	13%	16%	14%	-	*	-	-
	EL	15%	22%	11%	6%	19%	*	-	6%	-	-	11%	-	*	13%	11%	13%	10%	-	*	-	-
	Male	22%	19%	14%	0%	24%	*	-	12%	-	-	14%	-	*	16%	13%	14%	-	-	-	-	-
	Female	26%	24%	13%	20%	18%	*	-	6%	-	-	13%	-	*	14%	10%	-	13%	-	*	-	-

Mathematics	All Students	22%	20%	26%	10%	21%	*	-	43%	-	-	26%	-	0%	29%	28%	24%	29%	-	*	-	-
	CWD	12%	12%	0%	*	*	-	-	*	-	-	0%	-	0%	-	0%	*	*	-	-	-	-
	CWOD	24%	21%	29%	11%	24%	*	-	47%	-	-	29%	-	-	29%	30%	27%	30%	-	*	-	-
	EL	17%	21%	28%	13%	22%	*	-	41%	-	-	28%	-	0%	30%	28%	23%	33%	-	*	-	-
	Male	23%	20%	24%	0%	29%	*	-	35%	-	-	24%	-	*	27%	23%	24%	-	-	-	-	-
	Female	21%	20%	29%	20%	12%	*	-	50%	-	-	29%	-	*	30%	33%	-	29%	-	*	-	-

Grade 4
Reading	All Students	23%	18%	7%	0%	12%	*	-	4%	-	-	7%	-	*	7%	6%	6%	7%	-	*	-	-
	CWD	9%	8%	*	*	*	-	-	*	-	-	*	-	*	-	*	*	*	-	-	-	-
	CWOD	25%	19%	7%	*	13%	*	-	5%	-	-	7%	-	-	7%	7%	7%	8%	-	*	-	-
	EL	12%	17%	6%	*	11%	*	-	5%	-	-	6%	-	*	7%	6%	7%	6%	-	*	-	-
	Male	22%	16%	6%	*	14%	*	-	0%	-	-	6%	-	*	7%	7%	6%	-	-	*	-	-
	Female	25%	21%	7%	*	9%	*	-	8%	-	-	7%	-	*	8%	6%	-	7%	-	-	-	-

Mathematics	All Students	26%	24%	14%	*	12%	*	-	22%	-	-	14%	-	*	15%	15%	12%	16%	-	*	-	-
	CWD	11%	13%	*	*	*	-	-	*	-	-	*	-	*	-	*	*	*	-	-	-	-
	CWOD	28%	25%	15%	*	13%	*	-	24%	-	-	15%	-	-	15%	16%	13%	17%	-	*	-	-
	EL	18%	26%	15%	*	11%	*	-	23%	-	-	15%	-	*	16%	15%	13%	16%	-	*	-	-
	Male	27%	24%	12%	*	5%	*	-	25%	-	-	12%	-	*	13%	13%	12%	-	-	*	-	-
	Female	25%	24%	16%	*	18%	*	-	20%	-	-	16%	-	*	17%	16%	-	16%	-	-	-	-

Grade 5
Reading	All Students	26%	24%	23%	13%	34%	*	-	15%	-	-	22%	*	*	26%	23%	26%	21%	-	-	*	-
	CWD	9%	11%	*	*	*	-	-	*	-	-	*	-	*	-	*	*	-	-	-	-	-
	CWOD	27%	25%	26%	13%	39%	*	-	17%	-	-	25%	*	-	26%	24%	32%	21%	-	-	*	-
	EL	12%	26%	23%	0%	39%	-	-	12%	-	-	21%	*	*	24%	23%	27%	19%	-	-	*	-
	Male	24%	21%	26%	0%	42%	-	-	15%	-	-	26%	-	*	32%	27%	26%	-	-	-	*	-
	Female	28%	27%	21%	20%	25%	*	-	15%	-	-	18%	*	-	21%	19%	-	21%	-	-	-	-

Mathematics	All Students	30%	28%	36%	44%	43%	*	-	23%	-	-	36%	*	*	39%	35%	42%	31%	-	-	*	-
	CWD	13%	16%	*	*	*	-	-	*	-	-	*	-	*	-	*	*	-	-	-	-	-
	CWOD	31%	29%	39%	40%	48%	*	-	25%	-	-	38%	*	-	39%	37%	48%	31%	-	-	*	-
	EL	19%	30%	35%	*	50%	-	-	20%	-	-	34%	*	*	37%	35%	43%	28%	-	-	*	-
	Male	29%	27%	42%	67%	47%	-	-	23%	-	-	42%	-	*	48%	43%	42%	-	-	-	*	-
	Female	30%	29%	31%	*	38%	*	-	23%	-	-	29%	*	-	31%	28%	-	31%	-	-	-	-

Science	All Students	16%	12%	14%	18%	14%	*	-	12%	-	-	13%	*	*	14%	8%	15%	13%	-	-	*	-
	CWD	9%	12%	*	*	*	-	-	*	-	-	*	-	*	-	*	*	-	-	-	-	-
	CWOD	17%	12%	14%	13%	16%	*	-	13%	-	-	13%	*	-	14%	8%	16%	13%	-	-	*	-
	EL	7%	10%	8%	*	10%	-	-	8%	-	-	6%	*	*	8%	8%	10%	6%	-	-	*	-
	Male	18%	13%	15%	14%	15%	-	-	15%	-	-	15%	-	*	16%	10%	15%	-	-	-	*	-
	Female	15%	10%	13%	*	13%	*	-	8%	-	-	11%	*	-	13%	6%	-	13%	-	-	-	-

STAAR Percent at Approaches Grade Level or Above
All Grades
All Subjects	All Students	77%	70%	67%	53%	82%	55%	-	58%	-	-	67%	*	45%	69%	66%	68%	67%	-	*	*	-
	CWD	45%	45%	45%	78%	54%	-	-	*	-	-	45%	-	45%	-	35%	46%	43%	-	-	-	-
	CWOD	80%	73%	69%	51%	85%	55%	-	62%	-	-	69%	*	-	69%	68%	71%	68%	-	*	*	-
	EL	60%	68%	66%	40%	83%	*	-	57%	-	-	66%	*	35%	68%	66%	68%	64%	-	*	*	-
	Male	74%	67%	68%	56%	85%	*	-	52%	-	-	68%	-	46%	71%	68%	68%	-	-	*	*	-
	Female	79%	73%	67%	49%	79%	*	-	64%	-	-	66%	*	43%	68%	64%	-	67%	-	*	-	-

Reading	All Students	73%	65%	66%	60%	81%	*	-	52%	-	-	65%	*	38%	68%	63%	65%	66%	-	*	*	-
	CWD	39%	38%	38%	*	45%	-	-	*	-	-	38%	-	38%	-	*	41%	*	-	-	-	-
	CWOD	77%	68%	68%	58%	85%	*	-	56%	-	-	68%	*	-	68%	66%	68%	68%	-	*	*	-
	EL	52%	60%	63%	49%	82%	*	-	50%	-	-	63%	*	*	66%	63%	65%	62%	-	*	*	-
	Male	69%	61%	65%	58%	84%	*	-	44%	-	-	65%	-	41%	68%	65%	65%	-	-	*	*	-
	Female	77%	70%	66%	59%	78%	*	-	59%	-	-	66%	*	*	68%	62%	-	66%	-	*	-	-

Mathematics	All Students	80%	76%	70%	46%	85%	*	-	67%	-	-	70%	*	50%	72%	70%	70%	70%	-	*	*	-
	CWD	52%	52%	50%	*	55%	-	-	*	-	-	50%	-	50%	-	47%	47%	*	-	-	-	-
	CWOD	83%	78%	72%	44%	89%	*	-	70%	-	-	72%	*	-	72%	72%	73%	71%	-	*	*	-
	EL	70%	76%	70%	34%	87%	*	-	66%	-	-	70%	*	47%	72%	70%	72%	69%	-	*	*	-
	Male	78%	74%	70%	46%	85%	*	-	64%	-	-	70%	-	47%	73%	72%	70%	-	-	*	*	-
	Female	82%	78%	70%	45%	85%	*	-	70%	-	-	70%	*	*	71%	69%	-	70%	-	*	-	-

Science	All Students	79%	72%	62%	47%	74%	*	-	50%	-	-	62%	*	*	63%	59%	69%	55%	-	-	*	-
	CWD	48%	47%	*	*	*	-	-	*	-	-	*	-	*	-	*	*	-	-	-	-	-
	CWOD	82%	74%	63%	44%	74%	*	-	54%	-	-	62%	*	-	63%	60%	72%	55%	-	-	*	-
	EL	58%	69%	59%	*	76%	-	-	48%	-	-	58%	*	*	60%	59%	68%	50%	-	-	*	-
	Male	78%	70%	69%	71%	85%	-	-	38%	-	-	69%	-	*	72%	68%	69%	-	-	-	*	-
	Female	80%	73%	55%	*	60%	*	-	62%	-	-	54%	*	-	55%	50%	-	55%	-	-	-	-

STAAR Percent at Meets Grade Level or Above
All Grades
All Subjects	All Students	47%	40%	39%	29%	48%	27%	-	34%	-	-	39%	*	29%	40%	37%	38%	40%	-	*	*	-
	CWD	23%	26%	29%	67%	31%	-	-	*	-	-	29%	-	29%	-	16%	29%	29%	-	-	-	-
	CWOD	50%	42%	40%	26%	50%	27%	-	36%	-	-	40%	*	-	40%	38%	39%	41%	-	*	*	-
	EL	26%	36%	37%	16%	48%	*	-	32%	-	-	36%	*	16%	38%	37%	36%	37%	-	*	*	-
	Male	45%	38%	38%	24%	49%	*	-	31%	-	-	38%	-	29%	39%	36%	38%	-	-	*	*	-
	Female	50%	43%	40%	33%	48%	*	-	36%	-	-	39%	*	29%	41%	37%	-	40%	-	*	-	-

Reading	All Students	46%	37%	32%	27%	47%	*	-	20%	-	-	32%	*	29%	32%	29%	31%	33%	-	*	*	-
	CWD	22%	24%	29%	*	36%	-	-	*	-	-	29%	-	29%	-	*	29%	*	-	-	-	-
	CWOD	48%	39%	32%	25%	48%	*	-	21%	-	-	32%	*	-	32%	30%	31%	33%	-	*	*	-
	EL	21%	31%	29%	11%	46%	*	-	18%	-	-	29%	*	*	30%	29%	29%	29%	-	*	*	-
	Male	41%	33%	31%	17%	46%	*	-	20%	-	-	31%	-	29%	31%	29%	31%	-	-	*	*	-
	Female	50%	42%	33%	34%	47%	*	-	20%	-	-	33%	*	*	33%	29%	-	33%	-	*	-	-

Mathematics	All Students	48%	44%	47%	31%	53%	*	-	47%	-	-	46%	*	29%	48%	46%	44%	49%	-	*	*	-
	CWD	26%	30%	29%	*	27%	-	-	*	-	-	29%	-	29%	-	18%	29%	*	-	-	-	-
	CWOD	51%	45%	48%	27%	56%	*	-	51%	-	-	48%	*	-	48%	48%	46%	50%	-	*	*	-
	EL	33%	43%	46%	23%	53%	*	-	47%	-	-	46%	*	18%	48%	46%	43%	49%	-	*	*	-
	Male	47%	42%	44%	29%	51%	*	-	42%	-	-	44%	-	29%	46%	43%	44%	-	-	*	*	-
	Female	49%	45%	49%	31%	56%	*	-	52%	-	-	49%	*	*	50%	49%	-	49%	-	*	-	-

Science	All Students	49%	40%	36%	29%	37%	*	-	35%	-	-	36%	*	*	37%	30%	41%	32%	-	-	*	-
	CWD	23%	26%	*	*	*	-	-	*	-	-	*	-	*	-	*	*	-	-	-	-	-
	CWOD	52%	41%	37%	25%	39%	*	-	38%	-	-	36%	*	-	37%	32%	44%	32%	-	-	*	-
	EL	21%	33%	30%	*	34%	-	-	32%	-	-	29%	*	*	32%	30%	39%	22%	-	-	*	-
	Male	50%	40%	41%	29%	50%	-	-	31%	-	-	41%	-	*	44%	39%	41%	-	-	-	*	-
	Female	49%	39%	32%	*	20%	*	-	38%	-	-	30%	*	-	32%	22%	-	32%	-	-	-	-

STAAR Percent at Masters Grade Level
All Grades
All Subjects	All Students	21%	17%	18%	13%	22%	0%	-	18%	-	-	18%	*	4%	20%	17%	19%	18%	-	*	*	-
	CWD	8%	10%	4%	22%	0%	-	-	*	-	-	4%	-	4%	-	0%	5%	0%	-	-	-	-
	CWOD	23%	17%	20%	13%	24%	0%	-	20%	-	-	19%	*	-	20%	19%	21%	19%	-	*	*	-
	EL	9%	15%	17%	7%	22%	*	-	16%	-	-	17%	*	0%	19%	17%	18%	16%	-	*	*	-
	Male	20%	15%	19%	9%	25%	*	-	18%	-	-	19%	-	5%	21%	18%	19%	-	-	*	*	-
	Female	22%	18%	18%	16%	18%	*	-	18%	-	-	17%	*	0%	19%	16%	-	18%	-	*	-	-

Reading	All Students	19%	14%	14%	8%	22%	*	-	8%	-	-	13%	*	0%	15%	12%	15%	13%	-	*	*	-
	CWD	7%	8%	0%	*	0%	-	-	*	-	-	0%	-	0%	-	*	0%	*	-	-	-	-
	CWOD	20%	15%	15%	8%	24%	*	-	9%	-	-	15%	*	-	15%	13%	17%	13%	-	*	*	-
	EL	7%	12%	12%	3%	21%	*	-	7%	-	-	12%	*	*	13%	12%	14%	11%	-	*	*	-
	Male	16%	12%	15%	0%	26%	*	-	8%	-	-	15%	-	0%	17%	14%	15%	-	-	*	*	-
	Female	22%	17%	13%	14%	16%	*	-	9%	-	-	12%	*	*	13%	11%	-	13%	-	*	-	-

Mathematics	All Students	23%	20%	24%	17%	24%	*	-	29%	-	-	24%	*	4%	26%	25%	25%	24%	-	*	*	-
	CWD	10%	12%	4%	*	0%	-	-	*	-	-	4%	-	4%	-	0%	6%	*	-	-	-	-
	CWOD	25%	21%	26%	17%	27%	*	-	32%	-	-	26%	*	-	26%	27%	28%	25%	-	*	*	-
	EL	13%	19%	25%	14%	25%	*	-	28%	-	-	24%	*	0%	27%	25%	25%	25%	-	*	*	-
	Male	23%	19%	25%	17%	26%	*	-	28%	-	-	25%	-	6%	28%	25%	25%	-	-	*	*	-
	Female	24%	21%	24%	17%	22%	*	-	30%	-	-	23%	*	*	25%	25%	-	24%	-	*	-	-

Science	All Students	22%	14%	14%	18%	14%	*	-	12%	-	-	13%	*	*	14%	8%	15%	13%	-	-	*	-
	CWD	7%	9%	*	*	*	-	-	*	-	-	*	-	*	-	*	*	-	-	-	-	-
	CWOD	24%	15%	14%	13%	16%	*	-	13%	-	-	13%	*	-	14%	8%	16%	13%	-	-	*	-
	EL	5%	10%	8%	*	10%	-	-	8%	-	-	6%	*	*	8%	8%	10%	6%	-	-	*	-
	Male	23%	15%	15%	14%	15%	-	-	15%	-	-	15%	-	*	16%	10%	15%	-	-	-	*	-
	Female	21%	14%	13%	*	13%	*	-	8%	-	-	11%	*	-	13%	6%	-	13%	-	-	-	-

'*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates zero observations reported for this group.

Part (iii): Academic Growth and Graduation Rate

Part (iii)(I): Academic Growth
This section provides information on students' academic growth for mathematics and ELA/reading for public elementary schools and secondary schools which don't have a graduation rate. These results include all students tested, regardless of whether they were in the accountability subset.

	All Students	African American	Hispanic	White	American Indian	Asian	Pacific Islander	Two or More Races	Econ Disadv	CWD	EL
Academic Growth Score
Reading
All Students	72	86	73	*	-	68	-	-	71	62	70
CWD	62	*	83	-	-	*	-	-	62	62	*
CWOD	73	83	72	*	-	74	-	-	72	-	72
EL	70	*	73	*	-	67	-	-	70	*	70
Male	75	86	78	*	-	67	-	-	75	56	70
Female	68	86	68	*	-	69	-	-	68	*	70
Mathematics
All Students	78	80	75	*	-	83	-	-	78	62	79
CWD	62	*	*	-	-	*	-	-	62	62	*
CWOD	80	77	77	*	-	85	-	-	80	-	81
EL	79	*	75	*	-	82	-	-	79	*	79
Male	75	71	71	*	-	81	-	-	75	78	75
Female	81	88	79	*	-	84	-	-	81	*	82

Part (iii)(II): Graduation Rate
This section provides information on high school graduation rates.

	All Students	African American	Hispanic	White	American Indian	Asian	Pacific Islander	Two or More Races	Econ Disadv	CWD	EL	Homeless	Foster Care
Federal Graduation Rates
4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2017
All Students	-	-	-	-	-	-	-	-	-	-	-	-	-
CWD	-	-	-	-	-	-	-	-	-	-	-	-	-
CWOD	-	-	-	-	-	-	-	-	-	-	-	-	-
EL	-	-	-	-	-	-	-	-	-	-	-	-	-
Male	-	-	-	-	-	-	-	-	-	-	-	-	-
Female	-	-	-	-	-	-	-	-	-	-	-	-	-

'*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates there are no students in the group.

Part (iv): English Language Proficiency

This section provides information on the number and percentage of English learners achieving English language proficiency.

Total EL in Class	Proficiency of EL	Rate of Proficiency

500	50	10%
'*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates zero observations reported for this group.

Part (v): School Quality or Student Success (SQSS)

This section provides information on the other indicator of school quality or student success, which is college, career and military readiness (CCMR) for high schools and average performance rate of the three STAAR performance levels of all students, regardless of whether they were in the accountability subset, for elementary and secondary schools without a graduation rate.

	All Students	African American	Hispanic	White	American Indian	Asian	Pacific Islander	Two or More Races	Econ Disadv	CWD	EL
Student Success (Student Achievement Domain Score: STAAR Component Only)
STAAR Component Score	41	32	51	*	-	37	-	-	41	*	40

School Quality (College, Career, and Military Readiness Performance)
%Students meeting CCMR	-	-	-	-	-	-	-	-	-	-	-

'*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates there are no students in the group. 'n/a' Indicates the student group is not applicable to this report.

Part (vi): Goal Meeting Status

This section provides information on the progress of all students and each student group toward meeting the long-term goals or interim objectives on STAAR academic performance, federal graduation rate, and English learners' language proficiency.

	All Students	African American	Hispanic	White	American Indian	Asian	Pacific Islander	Two or More Races	Econ Disadv	CWD	EL +
STAAR Performance Status
Reading
Interim Goals (2018-2022)	44%	32%	37%	60%	43%	74%	45%	56%	33%	19%	29%
Target Met	N	Y	Y			N			Y		Y
Interim Goals (2023-2027)	52%	42%	46%	66%	51%	78%	53%	62%	43%	31%	39%
Target Met	N	Y	Y			N			N		N
Interim Goals (2028-2032)	62%	54%	58%	73%	62%	82%	63%	70%	55%	45%	52%
Target Met	N	N	N			N			N		N
Long-Term Goals	72%	66%	69%	80%	72%	87%	73%	78%	67%	60%	65%
Target Met	N	N	N			N			N		N
Mathematics
Interim Goals (2018-2022)	46%	31%	40%	59%	45%	82%	50%	54%	36%	23%	40%
Target Met	Y	Y	Y			N			Y		Y
Interim Goals (2023-2027)	54%	41%	49%	65%	53%	85%	57%	61%	45%	34%	49%
Target Met	Y	Y	Y			N			Y		Y
Interim Goals (2028-2032)	63%	54%	59%	73%	63%	88%	66%	69%	57%	48%	59%
Target Met	N	N	N			N			N		N
Long-Term Goals	73%	66%	70%	80%	73%	91%	75%	77%	68%	62%	70%
Target Met	N	N	N			N			N		N

English Learner Language Proficiency Status

Interim Goals (2018-2022)											42%
Target Met											Y
Interim Goals (2023-2027)											44%
Target Met											N
Interim Goals (2028-2032)											46%
Target Met											N
Long-Term Goals											46%
Target Met											N

Federal Graduation Status

Interim Goals (2018-2022)	90%	90%	90%	90%	90%	90%	90%	90%	90%	90%	90%
Target Met
Interim Goals (2023-2027)	92%	92%	92%	92%	92%	92%	92%	92%	92%	92%	92%
Target Met
Interim Goals (2028-2032)	94%	94%	94%	94%	94%	94%	94%	94%	94%	94%	94%
Target Met
Long-Term Goals	94%	94%	94%	94%	94%	94%	94%	94%	94%	94%	94%
Target Met

'+' STAAR Performance and Graduation use EL(Current & Monitored), EL English Learner Language Proficiency uses EL (Current). Blank cells above represent student group indicators that do not meet the minimum size criteria.

Source: 2018 Accountability Closing the Gaps Status Table

Part (vii): STAAR Participation

This section provides the percentage of students assessed and not assessed for mathematics, ELA/reading, and science.

		Campus	African American	Hispanic	White	American Indian	Asian	Pacific Islander	Two or More Races	Econ Disadv	Non Econ Disadv	CWD	CWOD	EL	Male	Female	Migrant
Participation Rate

All Subjects	All Students	99%	95%	100%	100%	-	100%	-	-	99%	100%	100%	99%	99%	100%	99%	-
	CWD	100%	100%	100%	-	-	100%	-	-	100%	*	100%	-	100%	100%	100%	-
	CWOD	99%	95%	100%	100%	-	100%	-	-	99%	*	-	99%	99%	100%	98%	-
	EL	99%	93%	100%	100%	-	100%	-	-	99%	100%	100%	99%	99%	100%	98%	-
	Male	100%	98%	100%	*	-	100%	-	-	100%	*	100%	100%	100%	100%	-	-
	Female	99%	93%	100%	100%	-	100%	-	-	98%	*	100%	98%	98%	-	99%	-

Reading	All Students	99%	96%	100%	100%	-	100%	-	-	99%	*	100%	99%	99%	100%	99%	-
	CWD	100%	*	100%	-	-	100%	-	-	100%	*	100%	-	100%	100%	100%	-
	CWOD	99%	96%	100%	100%	-	100%	-	-	99%	*	-	99%	99%	100%	99%	-
	EL	99%	95%	100%	*	-	100%	-	-	99%	*	100%	99%	99%	100%	98%	-
	Male	100%	100%	100%	*	-	100%	-	-	100%	*	100%	100%	100%	100%	-	-
	Female	99%	94%	100%	*	-	100%	-	-	99%	*	100%	99%	98%	-	99%	-

Mathematics	All Students	99%	96%	100%	100%	-	100%	-	-	99%	*	100%	99%	99%	100%	99%	-
	CWD	100%	*	100%	-	-	100%	-	-	100%	-	100%	-	100%	100%	100%	-
	CWOD	99%	96%	100%	100%	-	100%	-	-	99%	*	-	99%	99%	100%	99%	-
	EL	99%	95%	100%	*	-	100%	-	-	99%	*	100%	99%	99%	100%	98%	-
	Male	100%	100%	100%	*	-	100%	-	-	100%	-	100%	100%	100%	100%	-	-
	Female	99%	94%	100%	*	-	100%	-	-	99%	*	100%	99%	98%	-	99%	-

Science	All Students	97%	88%	100%	*	-	100%	-	-	97%	*	100%	97%	97%	98%	97%	-
	CWD	100%	*	*	-	-	*	-	-	100%	-	100%	-	*	100%	-	-
	CWOD	97%	88%	100%	*	-	100%	-	-	97%	*	-	97%	97%	97%	97%	-
	EL	97%	82%	100%	-	-	100%	-	-	97%	*	*	97%	97%	97%	97%	-
	Male	98%	86%	100%	-	-	100%	-	-	98%	-	100%	97%	97%	98%	-	-
	Female	97%	90%	100%	*	-	100%	-	-	97%	*	-	97%	97%	-	97%	-
Non-Participation Rate

All Subjects	All Students	1%	5%	0%	0%	-	0%	-	-	1%	0%	0%	1%	1%	0%	1%	-
	CWD	0%	0%	0%	-	-	0%	-	-	0%	*	0%	-	0%	0%	0%	-
	CWOD	1%	5%	0%	0%	-	0%	-	-	1%	*	-	1%	1%	0%	2%	-
	EL	1%	7%	0%	0%	-	0%	-	-	1%	0%	0%	1%	1%	0%	2%	-
	Male	0%	2%	0%	*	-	0%	-	-	0%	*	0%	0%	0%	0%	-	-
	Female	1%	7%	0%	0%	-	0%	-	-	2%	*	0%	2%	2%	-	1%	-

Reading	All Students	1%	4%	0%	0%	-	0%	-	-	1%	*	0%	1%	1%	0%	1%	-
	CWD	0%	*	0%	-	-	0%	-	-	0%	*	0%	-	0%	0%	0%	-
	CWOD	1%	4%	0%	0%	-	0%	-	-	1%	*	-	1%	1%	0%	1%	-
	EL	1%	5%	0%	*	-	0%	-	-	1%	*	0%	1%	1%	0%	2%	-
	Male	0%	0%	0%	*	-	0%	-	-	0%	*	0%	0%	0%	0%	-	-
	Female	1%	6%	0%	*	-	0%	-	-	1%	*	0%	1%	2%	-	1%	-

Mathematics	All Students	1%	4%	0%	0%	-	0%	-	-	1%	*	0%	1%	1%	0%	1%	-
	CWD	0%	*	0%	-	-	0%	-	-	0%	-	0%	-	0%	0%	0%	-
	CWOD	1%	4%	0%	0%	-	0%	-	-	1%	*	-	1%	1%	0%	1%	-
	EL	1%	5%	0%	*	-	0%	-	-	1%	*	0%	1%	1%	0%	2%	-
	Male	0%	0%	0%	*	-	0%	-	-	0%	-	0%	0%	0%	0%	-	-
	Female	1%	6%	0%	*	-	0%	-	-	1%	*	0%	1%	2%	-	1%	-

Science	All Students	3%	12%	0%	*	-	0%	-	-	3%	*	0%	3%	3%	3%	3%	-
	CWD	0%	*	*	-	-	*	-	-	0%	-	0%	-	*	0%	-	-
	CWOD	3%	13%	0%	*	-	0%	-	-	3%	*	-	3%	3%	3%	3%	-
	EL	3%	18%	0%	-	-	0%	-	-	3%	*	*	3%	3%	3%	3%	-
	Male	3%	14%	0%	-	-	0%	-	-	3%	-	0%	3%	3%	3%	-	-
	Female	3%	10%	0%	*	-	0%	-	-	3%	*	-	3%	3%	-	3%	-
'*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates zero observations reported for this group.

Part (viii): Civil Rights Data

Part (viii)(I) This section provides information submitted by school districts to the Office for Civil Rights on measures of school quality, climate, and safety.

		Total students	African American	Hispanic	White	Indian or Alaska Native	Asian	Pacific Islander	Two or More Races	EL	Students with Disabilities	Students with Disabilities (Section 504)
Students Without Disabilities
In-School Suspensions
	Male	*	*	*	*	*	*	*	*	*
	Female	*	*	*	*	*	*	*	*	*
	Total	*	*	*	*	*	*	*	*	*
Out-of-School Suspensions
	Male	*	*	*	*	*	*	*	*	*
	Female	*	*	*	*	*	*	*	*	*
	Total	*	*	*	*	*	*	*	*	*
Expulsions
With Educational Services	Male	*	*	*	*	*	*	*	*	*
	Female	*	*	*	*	*	*	*	*	*
	Total	*	*	*	*	*	*	*	*	*
Without Educational Services	Male	*	*	*	*	*	*	*	*	*
	Female	*	*	*	*	*	*	*	*	*
	Total	*	*	*	*	*	*	*	*	*
Under Zero Tolerance Policies	Male	*	*	*	*	*	*	*	*	*
	Female	*	*	*	*	*	*	*	*	*
	Total	*	*	*	*	*	*	*	*	*
School-Related Arrests
	Male	*	*	*	*	*	*	*	*	*
	Female	*	*	*	*	*	*	*	*	*
	Total	*	*	*	*	*	*	*	*	*
Referrals to Law Enforcement
	Male	*	*	*	*	*	*	*	*	*
	Female	*	*	*	*	*	*	*	*	*
	Total	*	*	*	*	*	*	*	*	*
Students With Disabilities
In-School Suspensions
	Male	*	*	*	*	*	*	*	*	*		*
	Female	*	*	*	*	*	*	*	*	*		*
	Total	*	*	*	*	*	*	*	*	*		*
Out-of-School Suspensions
	Male	*	*	*	*	*	*	*	*	*		*
	Female	*	*	*	*	*	*	*	*	*		*
	Total	*	*	*	*	*	*	*	*	*		*
Expulsions
With Educational Services	Male	*	*	*	*	*	*	*	*	*		*
	Female	*	*	*	*	*	*	*	*	*		*
	Total	*	*	*	*	*	*	*	*	*		*
Without Educational Services	Male	*	*	*	*	*	*	*	*	*		*
	Female	*	*	*	*	*	*	*	*	*		*
	Total	*	*	*	*	*	*	*	*	*		*
Under Zero Tolerance Policies	Male	*	*	*	*	*	*	*	*	*		*
	Female	*	*	*	*	*	*	*	*	*		*
	Total	*	*	*	*	*	*	*	*	*		*
School-Related Arrests
	Male	*	*	*	*	*	*	*	*	*		*
	Female	*	*	*	*	*	*	*	*	*		*
	Total	*	*	*	*	*	*	*	*	*		*
Referrals to Law Enforcement
	Male	*	*	*	*	*	*	*	*	*		*
	Female	*	*	*	*	*	*	*	*	*		*
	Total	*	*	*	*	*	*	*	*	*		*
All Students
Chronic Absenteeism
	Male	5	*	5	*	*	*	*	*	*	*	*
	Female	*	*	*	*	*	*	*	*	5	*	*
	Total	9	*	7	*	*	*	*	*	5	*	*

	Total
Incidents of Violence
Incidents of rape or attempted rape	*
Incidents of sexual assault (other than rape)	*
Incidents of robbery with a weapon	*
Incidents of robbery with a firearm or explosive device	*
Incidents of robbery without a weapon	*
Incidents of physical attack or fight with a weapon	*
Incidents of physical attack or fight with a firearm or explosive device	*
Incidents of physical attack or fight without a weapon	*
Incidents of threats of physical attack with a weapon	*
Incidents of threats of physical attack with a firearm or explosive device	*
Incidents of threats of physical attack without a weapon	*
Incidents of possession of a firearm or explosive device	*
Allegations of Harassment or bullying
On the basis of sex	*
On the basis of race	*
On the basis of disability	*

Part (viii)(II) This section provides information submitted by school districts to the Office for Civil Rights on the number and percentage of students enrolled in preschool programs and accelerated coursework to earn postsecondary credit while still in high school.

		Total students	African American	Hispanic	White	Indian or Alaska Native	Asian	Pacific Islander	Two or More Races	EL	Students with Disabilities
Preschool Programs
	Male	35	8	14	*	*	11	*	*	23	5
	Female	21	5	11	*	*	5	*	*	14	*
	Total	56	13	25	*	*	16	*	*	37	7
Accelerated Coursework
Advanced Placement Courses	Male	-	-	-	-	-	-	-	-	-	-
	Female	-	-	-	-	-	-	-	-	-	-
	Total	-	-	-	-	-	-	-	-	-	-
International Baccalaureate Courses	Male	-	-	-	-	-	-	-	-	-	-
	Female	-	-	-	-	-	-	-	-	-	-
	Total	-	-	-	-	-	-	-	-	-	-
'' Indicates results are masked due to small numbers to protect student confidentiality. '*' When only one racial/ethnic group is masked, then the second smallest racial/ethnic group is masked (regardless of size). '-' Indicates there are no students in the group. Blank cell indicates the student group is not applicable to this report.

Part (ix): Teacher Quality Data

This section provides information on the professional qualifications of teachers, including information disaggregated by high- and and low-poverty schools on the number and percentage of (I) inexperienced teacher, principals, and other school leaders; (II) teachers teaching with emergency or provisional credentials; and (III) teachers who are not teaching in the subject or field for which the teacher is certified or licensed.

High Poverty

	All School
	Number	Percent
Inexperienced Teachers, Principals, and Other School Leaders	6.0	12.5%

Teachers Teaching with Emergency or Provisional Credentials	0.0	-

Teacher Who Are Not Teaching in the Subject or Field for Which the Teacher is Certified or Licensed	3.2	7.0%

'-' Indicates there are no data available in the group. Blank cell Indicates data are not applicable to this report.

Source: TEA Division of Research and Analysis

Part (x): Per-pupil Expenditure

This section provides information on the per-pupil expenditures of federal, state, and local funds, including actual personnel expenditures and actual non-personnel expenditures, disaggregated by source of funds, for each school district and campus for the preceding fiscal year.

The Public Education Information Management System (PEIMS) encompasses all data requested and received by Texas Education Agency (TEA) about public education, including student demographic and academic performance, personnel, financial, and organizational information. The submission of PEIMS data is required of all local education agencies (LEAs).

The TEA will utilize PEIMS submissions to develop and report the per-pupil expenditures of Federal, State, and local funds, including actual personnel expenditures and actual non-personnel expenditures of Federal, State, and local funds, disaggregated by source of funds, for each LEA and each school in the State for the preceding fiscal year; the data will be reported on 2018-2019 school year report cards.

Part (xi): STAAR Alternate 2 Participation

This section provides information on the number and percentage of students with the most-significant cognitive disabilities who take STAAR Alternate 2, by grade and subject.

	State Number of ALT2	State Rate of ALT2	District Number of ALT2	District Rate of ALT2	Campus Number of ALT2	Campus Rate of ALT2
Grade 3
Reading	6,019	1%	261	2%	*	*

Mathematics	6,020	1%	261	2%	*	*

Grade 4
Reading	6,061	1%	243	2%	*	*

Mathematics	6,056	1%	242	2%	*	*

Grade 5
Reading	6,162	2%	260	2%	*	*

Mathematics	6,160	1%	260	2%	*	*

Science	6,164	1%	260	2%	*	*

Grade 6
Reading	5,678	1%	229	2%	-	-

Mathematics	5,677	1%	232	2%	-	-

Grade 7
Reading	5,298	1%	197	2%	-	-

Mathematics	5,294	1%	197	2%	-	-

Grade 8
Reading	5,088	1%	159	2%	-	-

Mathematics	5,087	2%	159	2%	-	-

Science	5,087	1%	158	1%	-	-

End of Course
English I	4,868	1%	194	1%	-	-

English II	4,556	1%	146	1%	-	-

Algebra I	4,884	1%	192	1%	-	-

Biology	4,861	1%	185	1%	-	-

All Grades
All Subjects	99,020	1%	3,835	2%	14	2%

Reading	43,730	1%	1,689	2%	6	2%

Mathematics	39,178	1%	1,543	2%	6	2%

Science	16,112	1%	603	2%	*	*

'*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates zero observations reported for this group.

Part (xii): Statewide National Assessment of Educational Progress (NAEP)

This section provides results on the state academic assessments in reading and mathematics in grades 4 and 8 of the National Assessment of Educational Progress, compared to the national average of such results.

State Level: 2017 Percentages at NAEP Achievement Levels

			% Below Basic		% At or Above Basic		% At or Above Proficient		% At or Above Advanced
Grade	Subject	Student Group	TX	US	TX	US	TX	US	TX	US
Grade 4	Reading	Overall	40	32	32	31	23	27	5	9
		Black	44	49	34	31	19	17	3	3
		Hispanic	49	46	31	32	16	19	3	4
		White	21	22	34	32	35	34	10	13
		American Indian	*	52	*	28	*	17	*	3
		Asian	16	16	23	25	42	37	19	22
		Pacific Islander	*	42	*	31	*	23	*	4
		Two or More Races	33	27	29	31	29	30	8	11
		Econ Disadv	50	46	32	32	16	18	2	3
		Students with Disabilities	70	68	20	20	9	10	1	2
		English Language Learners	63	68	25	23	11	8	1	1

	Mathematics	Overall	18	20	40	39	33	32	8	8
		Black	30	37	46	44	22	17	3	2
		Hispanic	21	29	45	44	29	23	5	3
		White	9	12	32	37	46	40	13	11
		American Indian	*	31	*	44	*	21	*	3
		Asian	8	8	18	25	40	42	34	25
		Pacific Islander	*	29	*	42	*	25	*	4
		Two or More Races	13	15	30	39	41	35	17	11
		Econ Disadv	23	31	46	44	25	22	4	3
		Students with Disabilities	43	51	38	32	16	14	2	3
		English Language Learners	29	47	44	39	23	13	4	2

Grade 8	Reading	Overall	29	24	44	40	26	32	2	4
		Black	42	40	43	42	14	17	n/a	1
		Hispanic	34	33	45	44	20	22	1	1
		White	17	16	43	39	37	39	3	6
		American Indian	*	37	*	41	*	20	*	1
		Asian	8	13	29	30	53	45	10	12
		Pacific Islander	*	35	*	42	*	22	*	2
		Two or More Races	23	18	42	40	31	36	5	6
		Econ Disadv	38	35	45	43	16	20	1	1
		Students with Disabilities	65	61	29	29	6	9	n/a	1
		English Language Learners	62	68	33	27	5	5	n/a	n/a

	Mathematics	Overall	30	30	37	36	24	24	9	10
		Black	44	53	41	34	13	11	1	2
		Hispanic	38	43	39	37	19	16	4	4
		White	16	20	33	37	35	31	16	13
		American Indian	*	44	*	38	*	14	*	4
		Asian	3	12	19	24	37	32	40	32
		Pacific Islander	*	36	*	39	*	18	*	6
		Two or More Races	24	27	43	36	24	25	8	13
		Econ Disadv	40	45	40	37	17	15	3	3
		Students with Disabilities	67	69	23	22	8	7	2	2
		English Language Learners	61	71	32	23	7	5	1	1

State Level: 2017 Participation Rates for Students with Disabilities and Limited English Proficient Students

Grade	Subject	Student Group	%
Grade 4	Reading	Students with Disabilities	81
		Limited English Proficient	94

	Mathematics	Students with Disabilities	79
		Limited English Proficient	94

Grade 8	Reading	Students with Disabilities	81
		Limited English Proficient	94

	Mathematics	Students with Disabilities	82
		Limited English Proficient	96

'*' Indicates reporting standards not met. 'n/a' Indicates data reporting is not applicable for this group.

Source: TEA Division of Student Assessment

Part (xiii): Cohort Rate of Graduates Enrolled in Postsecondary Education

This section provides information on the cohort rate at which students who graduate from the high school enroll, for the first academic year that begins after the student's graduation, in (I) programs of public postsecondary education in Texas; and (II) programs of private postsecondary education in Texas or programs of postsecondary education outside Texas.

Data are not available.

Texas Education Agency | Academics | Performance Reporting

December 2018