Glossary of Terms, 2019-20

Additional Information on Campus and District Rates
Table 1 of campus and district annual dropout and longitudinal pages shows rates calculated for federal accountability or reporting purposes. A student in a Texas Juvenile Justice Department facility (e.g., a county- or state-operated justice facility) or residential treatment facility served by a Texas public school district, as described in Texas Education Code (TEC) §39.053(g-3) or §39.055, is excluded from campus and district annual dropout and longitudinal rate calculations in Table 1.

Table 2 of campus and district annual dropout and longitudinal pages shows rates with statutory exclusions applied for state standard accountability. Under TEC, a student who meets one or more of the following criteria is excluded from rate calculations used for state accountability purposes.

• Under TEC §39.053(g-1), a student who meets at least one of the following criteria is excluded from campus and district annual dropout and longitudinal rate calculations: (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) 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, or a student who is being provided services by an open-enrollment charter school exclusively as the result of having been detained at the facility; (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; or (g) a student who has suffered a condition, injury, or illness that requires substantial medical care and leaves the student unable to attend school and assigned to a medical or residential treatment facility.
• Under TEC §39.053(g-2), a student who (a) is at least 18 years of age as of September 1 and has satisfied the credit requirements for high school graduation; (b) has not completed his or her individualized education program (IEP); and (c) is enrolled and receiving IEP services is excluded from longitudinal rate calculations.
• Under TEC §39.053(g-3), the dropout record for a student who fails to enroll in school after leaving a residential treatment facility or a pre- or post-adjudication facility is not attributed to the district serving the facility.
• New to the five-year extended rates for the Class of 2020, under TEC §39.053(g-4), a student who (a) is at least 18 years of age and under 26 years of age; (b) has not been previously reported as a dropout; and (c) has not been enrolled in school during the previous nine months before enrolling in a high school equivalency program, a dropout recovery school, or an adult education program provided under a high school diploma and industry certification charter school program is excluded from campus and district annual dropout and longitudinal rate calculations.
  Therefore, a student from the class of 2020 who graduated or dropped out in the 2020-21 school year and who meets these criteria may be excluded from campus and district annual dropout and longitudinal rate calculations.
• Under TEC §39.055, a student in a Texas Juvenile Justice Department facility (e.g., a county- or state-operated justice facility) or residential treatment facility served by a Texas public school district is excluded from campus and district annual dropout and longitudinal rate calculations.

Table 3 of campus longitudinal pages shows a graduation, continuation, TxCHSE recipient rate with statutory exclusions applied for state alternative education accountability (AEA). Beginning with the 2023 accountability cycle, students who previously dropped out are now included in state accountability rate calculations for AEA campuses if the students graduate, continue, or receive a TxCHSE. Graduates, continuers, and TxCHSE recipients who previously dropped out (and are not eligible for any other exclusions) are included in the numerator (Number), but not the denominator (Class), of the longitudinal graduation, continuation, or TxCHSE recipient rate (AEA graduated, continued, or received TxCHSE) calculation if AEA procedures apply.

At-Risk
A student identified as at-risk of dropping out of school is one who is under age 26 and who meets one or more of the following criteria:

• 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;
• 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, mathematics, 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;
• was not advanced from one grade level to the next for one or more school years;
• did not perform satisfactorily on an assessment instrument administered to the student under Texas Education Code (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;
• is pregnant or is a parent;
• has been placed in an alternative education program in accordance with TEC §37.006 during the preceding or current school year;
• has been expelled in accordance with TEC §37.007 during the preceding or current school year;
• is currently on parole, probation, deferred prosecution or other conditional release;
• was previously reported through PEIMS to have dropped out of school;
• is a student of limited English proficiency, as defined by TEC §29.052;
• 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;
• is homeless, as defined by 42 U.S.C. Section 11302, and its subsequent amendments; or
• 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, cottage home operation, specialized child-care home, or generalized residential operation;
• has been incarcerated or has a parent or guardian who has been incarcerated, within the lifetime of the student, in a penal institution as defined by Texas Penal Code §1.07;
• or, regardless of the student's age, participated in an adult education program provided under a high school diploma and industry certification charter school program under TEC §29.259.

Bilingual or English as a Second Language (ESL)
Students identified as emergent bilingual students/English learners (EB students/ELs), who do not speak English as their primary language and have a limited ability to read, speak, write, or understand English, may participate in bilingual or English as a second language (ESL) programs. There are four state-approved bilingual instructional program models. 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 English and the primary language of EB students/ELs. In addition, the program must provide for a carefully structured and sequenced mastery of English cognitive academic language development, as defined by 19 Texas Administrative Code (TAC) §89.1210(c). There are two state-approved ESL instructional program models. An ESL program provides intensive instruction in English through second language acquisition methods in all content area TEKS (mathematics, science, health, and social studies) for EB students/ELs, as defined by 19 TAC §89.1210(d). A school district that is unable to provide a state-approved bilingual or ESL program because of an insufficient number of appropriately certified teachers must request from the commissioner of education an exception to the bilingual education program or a waiver for the ESL program and approval of an alternative language program (19 TAC §89.1207). Beginning with the 2019-20 school year, districts were required to submit data through the Texas Student Data System specifying whether students receiving bilingual or ESL services received them through state-approved programs or through alternative language programs.
[Source: 2019-2020 Texas Education Data Standards]

Career and Technical Education (CTE) / CTE Concentrator
Prior to the 2020-21 school year, a student enrolled in a state-approved CTE program as a participant in the district's career and technical coherent sequence of courses was identified as participating in a career and technical education program. Students enrolled in CTE courses as electives were excluded from CTE rates.
Note, due to changes in reporting for the 2020-21 school year (described below), CTE program enrollment information was not available for continuing students in four-year longitudinal completion and dropout rate calculations for the Class of 2020. CTE program participation for these students was assigned based on the student's prior record of attendance in the continuing district, if available.
[Source: 2019-2020 Texas Education Data Standards]

Data Masking
The Family Educational Rights and Privacy Act (FERPA) (Title 20 of the United States Code §1232(g); Title 34 of the Code of Federal Regulations, Part 99) prohibits improper disclosure of personally identifiable student information by any educational agency or institution that receives funding under any program administered by the U.S. Department of Education (ED). In 2016, ED guidance on reporting education data in compliance with FERPA changed, relaxing requirements for masking state-level data. Based on this guidance, state-level data presented will no longer be masked, beginning with 2015-16 reporting.
[Source: Reports on secondary school completion and dropouts in Texas public schools, published by the Texas Education Agency]

Diploma Programs
In 2013, the 83rd Texas Legislature established the Foundation High School Program (FHSP) as the new high school graduation program for all students who entered Grade 9 in the 2014-15 school year or later (Texas Education Code [TEC] §28.025). Prior to the full implementation of the FHSP, students could graduate under the Recommended High School Program (RHSP), Advanced High School Program (AHSP), or Minimum High School Program (MHSP) (Title 19 of the Texas Administrative Code [TAC] §74.71). For the class of 2020, the FHSP required 22 credits to graduate, including four credits in English language arts and three credits each in mathematics, science, and social studies (19 TAC §74.12). Additionally, the program allowed students to earn special recognition, known as an endorsement, in one or more of the following fields of study: science, technology, engineering, and mathematics (STEM); business and industry; public services; arts and humanities; and multidisciplinary studies (19 TAC §74.13; TEC §28.025). A graduate could earn an endorsement by successfully completing the following: the curriculum requirements for the FHSP; one additional credit each in mathematics and science; two additional elective credits; and the curriculum requirements for the selected endorsement. Moreover, a graduate who met all of these requirements could also earn a distinguished level of achievement (DLA) if one of the four credits earned in mathematics was for Algebra II (19 TAC §74.11; TEC §28.025). A student could opt to graduate under the FHSP without earning an endorsement if, after the student's sophomore year: (a) the student and the student's parent or guardian were advised by a school counselor of the benefits of graduating with an endorsement; and (b) the student's parent or guardian filed with a school counselor written permission, on a form adopted by TEA, for the student to graduate under the FHSP without earning an endorsement.

In 2019, the Texas legislature passed House Bill 165, amending the requirements of the FHSP to expand students' eligibility to earn endorsements (TEC §28.025). Beginning with 2019-20 graduates, a student receiving special education services was eligible to earn an endorsement if the student successfully completed curriculum requirements with or without modifications. Furthermore, a student's ARD committee could determine whether the student was required to achieve satisfactory performance on an EOC assessment to earn an endorsement. Special education students from the class of 2020 who graduated prior to 2019-20 were ineligible to pursue an endorsement if they received a modified curriculum in any course required for an endorsement or failed to perform satisfactorily on the required state assessments. These students are excluded from diploma program rates.
[Source: Reports on secondary school completion and dropouts in Texas public schools, published by the Texas Education Agency]

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 Texas Certificate of High School Equivalency (TxCHSE), continue school outside the public school system, begin college, or die.
[Source: Reports on secondary school completion and dropouts in Texas public schools, published by the Texas Education Agency]

Dyslexia
Dyslexia is a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity. A student is identified as having dyslexia after being screened or tested at the end of his or her kindergarten year and in Grade 1 in accordance with a program approved by the State Board of Education (Texas Education Code [TEC] §38.003).
[Source: 2019-2020 Texas Education Data Standards]

Economically Disadvantaged
A student identified as economically disadvantaged is one who is eligible for free or reduced-price meals under the National School Lunch and Child Nutrition Program.
[Source: 2019-2020 Texas Education Data Standards]

Emergent Bilingual Student / English Learner (EB Student/EL)
A student is classified as an EB student/EL when: (a) a language other than English is used as the primary language in the home, and (b) 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 EB students/ELs receive instruction through bilingual, English as a second language, or alternative language programs. For annual dropout rates, students were identified as EB students/ELs in the 2019-20 school year. For longitudinal graduation and dropout rates, students were identified as EB students/ELs at any time while attending Grades 9-12 in Texas public schools and in their last year in Texas public schools.
[Source: 2019-2020 Texas Education Data Standards, 19 Texas Administrative Code (TAC) §89.1226]

Foster Care
A student classified as being in foster care is in the conservatorship of the Texas Department of Family and Protective Services. For annual dropout rates, students were identified as being in foster care in the 2019-20 school year. For longitudinal graduation and dropout rates, students were identified as being in foster care at any time while attending Grades 9-12 in Texas public schools and in their last year in Texas public schools.
[Source: 2019-2020 Texas Education Data Standards]

Gifted and Talented
A student identified as gifted and talented 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: (a) exhibits high performance capability in an intellectual, creative, or artistic area; (b) possesses an unusual capacity for leadership; or (c) excels in a specific academic field.
[Source: Texas Education Code [TEC] §29.121]

Homeless
A student is classified as homeless when the student lacks a fixed, regular, and adequate nighttime residence as defined by title 42 United States Code (U.S.C.) Section 11434(a). This definition includes:

• children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters;
• children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings;
• children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and
• migratory children (as such term is defined in U.S.C. Section 6399 of Title 20) who qualify as homeless because the children are living in circumstances described previously.

Immigrant
A student identified as an immigrant is one who: (a) is aged 3 through 21; (b) was not born in any state in the United States, Puerto Rico, or the District of Columbia; and (c) has not been attending school in the United States for more than three full academic years. U.S. citizenship is not a factor when identifying a student as an immigrant for the purpose of public school data collection.
[Source: 2019-2020 Texas Education Data Standards]

Individual Graduation Committee (IGC)
In 2015, the 84th Texas Legislature passed Senate Bill (SB) 149, which revised the state's assessment graduation requirements for students enrolled in Grade 11 or 12 during the 2014-15 school year (Texas Education Code [TEC] §28.0258). Under the requirements, a student who failed an end-of-course (EOC) assessment for no more than two of five required courses could still receive a Texas high school diploma if he or she was determined to be qualified to graduate by an individual graduation committee (IGC) (Title 19 of the Texas Administrative Code [TAC] §101.3022). In 2017, the legislature extended the revised graduation requirements through the 2018-19 school year, and in 2019 extended them through the 2022-23 school year (TEC §28.0258; 19 TAC §101.3022). A student receiving special education services was not subject to IGC requirements (19 TAC §74.1025(n)). A student's admission, review, and dismissal (ARD) committee determined whether the student was required to achieve satisfactory performance on an EOC assessment to graduate (19 TAC §101.3022(f)). If the ARD committee determined a student was not required to achieve satisfactory performance on the EOC assessments, the student was considered to be in compliance with assessment requirements under TEC §39.025. For the 2014-15 school year, school districts had the authority to establish necessary procedures and timelines regarding implementation of IGCs. In April 2016, the commissioner of education adopted rules related to IGC implementation, including timelines and related reporting requirements (19 TAC §74.1025; TEC 28.0258(k)).

In spring 2020, given the impact of COVID-19, the governor of Texas used his statutory authority under Texas Government Code §418.016 to suspend in-school instruction and annual academic requirements, including STAAR EOC requirements, across the state. All Texas public school students were receiving remote instruction at the end of the 2019-20 school year. Performance requirements on EOCs for graduation under TEC §28.025(c) and §39.025(a) were waived for seniors who were still working to meet assessment requirements for graduation. Notably, seniors who had met all other graduation requirements under TEC §28.025(c) were able to graduate via an IGC determination, regardless of the number of EOCs they still needed to pass. Additionally, students who were on schedule to complete graduation requirements in spring 2020 and were scheduled to take a required EOC for the first time were not required to pass that specific test to fulfill graduation requirements, and an IGC was not needed in this circumstance.
[Source: 2019-2020 Texas Education Data Standards]

Migrant
A student identified as a migrant is one who: (a) is aged 3 through 21; (b) is (or whose parent, spouse, or guardian is) a migratory agricultural worker; including a migratory dairy worker, or migratory fisher; and (c) in the preceding 36 months, in order to obtain, or accompany such parent, spouse, or guardian in order to obtain, temporary or seasonal employment in agriculture or fishing work: (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 to engage in a fishing activity.
[Source: 2019-2020 Texas Education Data Standards]

Military-Connected
For state reporting purposes, a student identified as military-connected is a dependent of a current or former member of the U.S. military service, the Texas National Guard, or a reserve force in the U.S. military. A student who was a dependent of a member of a military or reserve force in the U.S. military who was killed in the line of duty may also be identified as military-connected by the state.

For federal reporting purposes, a student identified as military-connected is a dependent of an active-duty member of the U.S. military service or a dependent of a current member of the Texas National Guard.
[Source: 2019-2020 Texas Education Data Standards]

Overage
Based on compulsory school attendance laws in Texas, under which most students begin Grade 1 at the age of six, the age of a student in any specified grade is usually equal to that grade level plus five years. For example, most students in Grade 9 are 14 years of age (9+5=14). A student whose age on September 1 is higher than his or her grade level plus five years is classified as overage.
[Source: Reports on secondary school completion and dropouts in Texas public schools, published by the Texas Education Agency]

Race/Ethnicity
Students in Texas may be classified as:

• African American: A person having origins in any of the Black racial groups of Africa.
• American Indian: A person having origins in any of the original peoples of North and South America (including Central America).
• 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.
• Hispanic: A person of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race.
• Pacific Islander: A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
• White: A person having origins in any of the original peoples of Europe, North Africa, or the Middle East.
• Multiracial: A person having more than one of African American, American Indian, Asian, Pacific Islander, or White races.

Section 504
A Section 504 student is one who is receiving assistance through an aid, accommodation, or service under Section 504 of the Rehabilitation Act of 1973.
[Source: 2019-2020 Texas Education Data Standards]

Special Education
A student enrolled in a special education program is one who is participating in a special education instructional and related services program or a general education program using special education support services, supplementary aids, or other special arrangements.
[Source: 2019-2020 Texas Education Data Standards]

Title I
A Title I student is one participating in a program authorized under Title I of the Elementary and Secondary Education Act, which is designed to improve the academic achievement of disadvantaged students.
[Source: 2019-2020 Texas Education Data Standards]