Glossary of Terms, 2012-13

Additional Information on Campus and District Rates
Table 1 of campus and district annual dropout and longitudinal pages shows rates calculated for federal accountability purposes. Texas Education Code (TEC) §39.053(c)(2)-(3) requires TEA to calculate campus and district annual dropout and longitudinal rates according to federal definitions. Under TEC §39.055 and 39.054(f), a student in a Texas Juvenile Justice Department facility or residential treatment facility served by a Texas public school district is not counted in campus or district rates shown in Table 1.

Table 2 of campus and district annual dropout and longitudinal pages shows rates with statutory exclusions applied for state accountability. TEC §39.053(g-1) requires a student who meets at least one of the following criteria to be excluded from campus and district rate calculations used for state accountability purposes: (a) a student who is ordered by a court to attend a high school equivalency certificate program but has not earned a high school equivalency certificate; (b) a student previously reported to the state as a dropout; (c) a student in attendance but who is not in membership for purposes of average daily attendance (i.e., students for whom school districts are not receiving state Foundation School Program [FSP] funds); (d) a student whose initial enrollment in a school in the United States in Grades 7 through 12 was as an unschooled refugee or asylee as defined by TEC §39.027(a-1); (e) (also under TEC 39.054(f))a student who is in the district exclusively as a function of having been detained at a county detention facility but is otherwise not a student of the district in which the facility is located; or (f) a student who is incarcerated in a state jail or federal penitentiary as an adult or as a person certified to stand trial as an adult. In addition, under TEC §39.055, a student in a Texas Juvenile Justice Department facility or residential treatment facility served by a Texas public school district is not counted in campus or district rates.

At-risk
A student at-risk of dropping out of school is one who is under age 21 and who meets one or more of the following criteria:

1) is in prekindergarten, kindergarten or grades 1, 2, or 3 and did not perform satisfactorily on a readiness test or assessment instrument administered during the current school year;

2) is in grades 7, 8, 9, 10, 11, or 12 and did not maintain an average equivalent to 70 on a scale of 100 in two or more subjects in the foundation curriculum (language arts, math, science, and social studies) during a semester in the preceding or current school year or is not maintaining such an average in two or more subjects in the foundation curriculum in the current semester;

3) was not advanced from one grade level to the next for one or more school years; (Note: From 2010-11 forward, TEC 29.081 (d-1) excludes from this criteria prekindergarten or kindergarten students who were not advanced to the next grade level as a result of a documented request by the student’s parent.)

4) did not perform satisfactorily on an assessment instrument administered to the student under TEC Subchapter B, Chapter 39, and who has not in the previous or current school year subsequently performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument;

5) is pregnant or a parent;

6) has been placed in an alternative education program in accordance with TEC §37.006 during the preceding or current school year;

7) has been expelled in accordance with TEC §37.007 during the preceding or current school year;

8) is currently on parole, probation, deferred prosecution or other conditional release;

9) was previously reported through the Public Education Information Management System (PEIMS) to have dropped out of school;

10) is of limited English proficiency, as defined by TEC §29.052;

11) is in the custody or care of the Department of Protective and Regulatory Services or has, during the current school year, been referred to the department by a school official, officer of the juvenile court, or law enforcement official;

12) is homeless, as defined by No Child Left Behind (NCLB) Act, Title X, Part C, Section 725(2), the term "homeless children and youths," and its subsequent amendments; or

13) resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home.

Bilingual
Bilingual indicates that the student is participating in a state-approved bilingual education program. The program must be a full-time program that provides dual-language instruction through the Texas Essential Knowledge and Skills (TEKS) in the content areas (mathematics, science, health, and social studies) in the primary language of English language learners (ELLs). In addition, the program must provide for a carefully structured and sequenced mastery of English cognitive academic language development.
[Source: 2012-2013 PEIMS Data Standards]

Career and technical education
A student may be enrolled in a state-approved career and technical education (CTE) program either as a participant in the district's career and technical education coherent sequence of courses program, or as a participant in the district's tech prep program.
[Source: 2012-2013 PEIMS Data Standards]

Diploma Programs
Students in the class of 2013 who began Grade 9 in 2009-10 were required to enroll in the Recommended High School Program (RHSP) or the Advanced High School Program (AHSP), unless the student, the student's parent, and a school counselor or administrator agreed to allow the student to enroll in the Minimum High School Program (MHSP) (Title 19 of the Texas Administrative Code [TAC] §74.61, 2014). For the class of 2013, the RHSP and the AHSP each required 26 credits to graduate. Both programs required an additional credit each in mathematics and science, for a total of four credits each in English language arts, mathematics, science, and social studies. Compared to the RHSP, the AHSP required one additional credit in languages other than English and demonstrated performance at the college or professional level on four advanced measures. The MHSP required 22 credits to graduate. Students in the class of 2013 who wished to graduate under the MHSP must also: (a) have been at least 16 years of age; (b) have completed two credits required for graduation in each subject of the foundation curriculum; or (c) have failed to be promoted to Grade 10 one or more times. Graduates within diploma program are provided for the class of 2013 five-year extended longitudinal cohort, as of fall 2014.
[Source: Secondary School Completion and Dropouts in Texas Public Schools, 2012-13]

Dropout
A dropout is a student who is enrolled in public school in Grades 7-12, does not return to public school the following fall, is not expelled, and does not: graduate, receive a General Educational Development (GED) certificate, continue school outside the public school system, begin college, or die.
[Source: Secondary School Completion and Dropouts in Texas Public Schools, 2012-13]

Economically disadvantaged
An economically disadvantaged student is defined as one who is eligible for free or reduced-price meals under the National School Lunch and Child Nutrition Program.
[Source: 2012-2013 PEIMS Data Standards]

English as a second language
English as a second language indicates that a student is participating in a state-approved English as a second language (ESL) program. An ESL program in Grades PK-8 is a program of intensive instruction in English from teachers either certified or endorsed in ESL who use second language acquisition information to teach ELL students the ESL TEKS. An ESL program in Grades 9-12 is a program of intensive instruction in English from teachers trained in recognizing and dealing with language differences.
[Source: 2012-2013 PEIMS Data Standards]

English language learner (ELL)
A student is classified as an English language learner when 1) a language other than English is used as the primary language in the home and 2) the student's English language proficiency is determined to be limited by a Language Proficiency Assessment Committee (LPAC) or as indicated by a test of English proficiency. Most students identified as English language learners receive bilingual or English as a second language instruction. With retention rates and annual dropout rates, students were identified as LEP or ELLs in the 2012-13 school year. With longitudinal rates, students were identified as LEP or ELLs in: (a) their last year in Grades 9-12 in Texas public school; and (b) at any time while attending Grades 9-12 in Texas public school.
[Source: 2012-2013 PEIMS Data Standards, 19 TAC §89.1225]

Gifted and talented
A gifted and talented student is one who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment, and who:

1) exhibits high performance capability in an intellectual, creative, or artistic area;

2) possesses an unusual capacity for leadership; or,

3) excels in a specific academic field.

Immigrant
An immigrant student is one who

1) is aged 3 through 21;

2) was not born in any state in the United States, Puerto Rico, or the District of Columbia;

3) has not been attending school in the United States for more than three full academic years.

Migrant
A migrant student is one who is a migratory agricultural worker (or whose parent, spouse, or guardian is a migratory agricultural worker) and who, in the preceding 36 months, in order to obtain temporary employment in agriculture or fishing, or to accompany a parent, spouse, or guardian to obtain such employment: 1) has moved from one school district to another, or 2) resides in a school district of more than 15,000 square miles, and migrates a distance of 20 miles or more to a temporary residence in order to engage in a fishing activity.
[Source: 2012-2013 PEIMS Data Standards]

Overage
A student is considered overage if his or her age on September 1 is higher than the grade level plus five years. For example, first graders older than six years of age on September 1 are classified as overage.
[Source: Secondary School Completion and Dropouts in Texas Public Schools, 2012-13]

Race/Ethnicity
Students in Texas may be classified as:

1) African American: A person having origins in any of the Black racial groups of Africa.

2) American Indian: A person having origins in any of the original peoples of North and South America (including Central America).

3) Asian: A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent, including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.

4) Hispanic: A person of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race.

5) Pacific Islander: A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.

6) White: A person having origins in any of the original peoples of Europe, North Africa, or the Middle East.

7) Multiracial: A person having more than one of African American, American Indian, Asian, Pacific Islander, or White races.

Special education
Special education is a program that serves students with disabilities. Special education programs include special education instructional and related services programs and general education programs using special education support services, supplementary aids, and other special arrangements.
[Source: 2012-2013 PEIMS Data Standards]

Title I
Title I students are students participating in a program authorized under Title I of the Elementary and Secondary Education Act (ESEA), which is designed to improve the academic achievement of disadvantaged students.
[Source: 2012-2013 PEIMS Data Standards]