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Introduction This glossary provides definitions of terms and descriptions of calculations used in the Texas Education Agency reports College Admissions Testing Results for Graduating Seniors in Texas Public Schools, Class of 2019, and College Admissions Testing Results for Graduating Seniors in Texas and the United States, Class of 2019.
Texas Public School Accountability System The Texas public school accountability system evaluates the performance of districts and campuses in three domains: Student Achievement, School Progress, and Closing the Gaps (Texas Education Code, Chapter 39). For the 2020 accountability ratings cycle, all districts and campuses received a label of Not Rated: Declared State of Disaster. Extraordinary public health and safety circumstances caused by the COVID-19 pandemic led to the closure of schools during the state's testing window and inhibited the state's ability to measure district and campus performance accurately. The 2020 Accountability Manual remained as a technical guide that explained how information from different sources would have been used to calculate and assign accountability ratings and award distinction designations if A-F ratings had been assigned. Districts and campuses would have received overall accountability ratings of A-F based on results across a number of indicators in the three domains. Performance on the SAT and the ACT was a component of the college, career, and military readiness indicators, which were included in all three domains.
Students may take the SAT and ACT more than once. For the class of 2017 and earlier classes, the Texas Education Agency (TEA) based performance results on each examinee's most recent tests. Beginning with the class of 2018, TEA based performance results on each examinee's best section scores across all tests taken. Those scores were used to calculate examinees' SAT total scores and ACT composite scores. An examinee's best scores on the evidence-based reading and writing and mathematics sections were summed to calculate the examinee's SAT total score, and an examinee's best English, mathematics, reading, and science section scores were averaged to calculate the examinee's ACT composite score. These SAT total scores and ACT composite scores are commonly known as "superscores." Because of the changes in how examinee scores were calculated, performance results for the class of 2018 and later classes are not comparable to results for the class of 2017 and earlier classes.
College, Career, and Military Readiness (CCMR) Indicators The CCMR indicators in the Texas public school accountability system use performance data from the ACT, Advanced Placement, International Baccalaureate, SAT, and Texas Success Initiative (TSI) assessments, among other data, to measure students' preparedness for college, the workforce, or the military. There are two CCMR indicators in the accountability system: one for the Student Achievement and School Progress domains and one for the Closing the Gaps domain. Performance on the SAT and the ACT is included in both CCMR indicators as a component of the TSI criteria. For the 2020 accountability ratings cycle, the CCMR indicator for the Student Achievement and School Progress domains measured the percentage of 2019 annual graduates who met the TSI criteria in both English language arts (ELA) and mathematics, and the CCMR indicator for the Closing the Gaps domain measured the percentage of 2019 annual graduates plus students in Grade 12 in the 2018-19 school year who met the TSI criteria in both ELA and mathematics. The SAT/ACT components of the CCMR indicators were evaluated based on data for the class of 2019. Distinction Designations Overview Under the Texas public school accountability system, distinction designations are awarded to recognize school districts and campuses for outstanding achievement in specified academic areas (Texas Education Code, Chapter 39, Subchapter G). The distinction designations are based on results across a number of indicators. To be eligible to earn a distinction designation, a district or campus must receive an accountability rating of A, B, C, or D. Academic Achievement Distinction Designations (AADDs) For the 2020 accountability ratings cycle, six AADD indicators for SAT and ACT examinations were available at the campus level. Results for a campus were evaluated in relation to results for a comparison group of similar campuses. The SAT and ACT indicators for AADDs were evaluated based on data for the class of 2019. AADDs were not available for districts. Following were the SAT and ACT indicator calculations for AADDs. Participation in SAT/ACT examinations. This indicator, which measures the campus-wide percentage of graduates who took either the SAT or ACT examination, was calculated as follows: number of graduates who took the SAT or ACT number of graduates Performance in ELA on the SAT. This indicator, which measures the campus-wide average of examinees' scores on the evidence-based reading and writing (ERW) section of the examination, was calculated as follows: sum of SAT ELA scores number of graduating SAT examinees Performance in ELA on the ACT. This indicator was calculated in two steps. First, each examinee's scores on the English and reading sections of the examination were averaged. Second, the campus-wide average of those scores was calculated as follows: sum of ACT ELA scores number of graduating ACT examinees Performance in mathematics on the SAT. This indicator, which measures the campus-wide average of examinees' scores on the mathematics section of the examination, was calculated as follows: sum of SAT mathematics scores number of graduating SAT examinees Performance in mathematics on the ACT. This indicator, which measures the campus-wide average of examinees' scores on the mathematics section of the examination, was calculated as follows: sum of ACT mathematics scores number of graduating ACT examinees Performance in science on the ACT. This indicator, which measures the campus-wide average of examinees' scores on the science section of the examination, was calculated as follows: sum of ACT science scores number of graduating ACT examinees Closing the Gaps Distinction Designations (CGDDs) For the 2020 accountability ratings cycle, one CGDD was available at the campus level. The CGDD included one SAT/ACT indicator as a component of the TSI criteria for the CCMR indicator in the Closing the Gaps domain: performance on SAT/ACT examinations. Results for a campus were evaluated in relation to results for a comparison group of similar campuses. The indicator for CGDDs measured the percentage of 2019 annual graduates plus students in Grade 12 in the 2018-19 school year who met the TSI criteria in both ELA and mathematics, among other CCMR criteria. The indicator was evaluated based on SAT/ACT data for the class of 2019. CGDDs were not available for districts. Postsecondary Readiness Distinction Designations (PRDDs) For the 2020 accountability ratings cycle, one PRDD was available at the campus level, and one was available at the district level. In each case, the PRDD included three SAT/ACT indicators: participation in either the SAT or ACT examination, TSI criteria graduates, and college, career, and military ready graduates. The college, career, and military ready graduates indicator measured the percentage of 2019 annual graduates who met the TSI criteria in both ELA and mathematics, among other CCMR criteria. Results for a campus were evaluated in relation to results for a comparison group of similar campuses. Results for a district were evaluated based on results for campus-level indicators aggregated across all campuses in the district. The SAT/ACT indicators for PRDDs were evaluated based on data for the class of 2019. Following were the SAT/ACT indicator calculations for campus-level PRDDs. Participation in SAT/ACT examinations. This indicator, which measures the campus-wide percentage of graduates who took either the SAT or ACT examination, was calculated as follows: number of graduates who took the SAT or ACT number of graduates TSI criteria graduates. This indicator, which measures the campus-wide percentage of graduates who met the TSI criteria in both ELA and mathematics, was calculated as follows: number of graduates who met the TSI criteria in both ELA and mathematics number of graduates The TSI criteria for ELA are based on the ERW section of the SAT and the English section of the ACT.
Distinction Designations
Overview Under the Texas public school accountability system, distinction designations are awarded to recognize school districts and campuses for outstanding achievement in specified academic areas (Texas Education Code, Chapter 39, Subchapter G). The distinction designations are based on results across a number of indicators. To be eligible to earn a distinction designation, a district or campus must receive an accountability rating of A, B, C, or D. Academic Achievement Distinction Designations (AADDs) For the 2020 accountability ratings cycle, six AADD indicators for SAT and ACT examinations were available at the campus level. Results for a campus were evaluated in relation to results for a comparison group of similar campuses. The SAT and ACT indicators for AADDs were evaluated based on data for the class of 2019. AADDs were not available for districts. Following were the SAT and ACT indicator calculations for AADDs. Participation in SAT/ACT examinations. This indicator, which measures the campus-wide percentage of graduates who took either the SAT or ACT examination, was calculated as follows: number of graduates who took the SAT or ACT number of graduates Performance in ELA on the SAT. This indicator, which measures the campus-wide average of examinees' scores on the evidence-based reading and writing (ERW) section of the examination, was calculated as follows: sum of SAT ELA scores number of graduating SAT examinees Performance in ELA on the ACT. This indicator was calculated in two steps. First, each examinee's scores on the English and reading sections of the examination were averaged. Second, the campus-wide average of those scores was calculated as follows: sum of ACT ELA scores number of graduating ACT examinees Performance in mathematics on the SAT. This indicator, which measures the campus-wide average of examinees' scores on the mathematics section of the examination, was calculated as follows: sum of SAT mathematics scores number of graduating SAT examinees Performance in mathematics on the ACT. This indicator, which measures the campus-wide average of examinees' scores on the mathematics section of the examination, was calculated as follows: sum of ACT mathematics scores number of graduating ACT examinees Performance in science on the ACT. This indicator, which measures the campus-wide average of examinees' scores on the science section of the examination, was calculated as follows: sum of ACT science scores number of graduating ACT examinees Closing the Gaps Distinction Designations (CGDDs) For the 2020 accountability ratings cycle, one CGDD was available at the campus level. The CGDD included one SAT/ACT indicator as a component of the TSI criteria for the CCMR indicator in the Closing the Gaps domain: performance on SAT/ACT examinations. Results for a campus were evaluated in relation to results for a comparison group of similar campuses. The indicator for CGDDs measured the percentage of 2019 annual graduates plus students in Grade 12 in the 2018-19 school year who met the TSI criteria in both ELA and mathematics, among other CCMR criteria. The indicator was evaluated based on SAT/ACT data for the class of 2019. CGDDs were not available for districts. Postsecondary Readiness Distinction Designations (PRDDs) For the 2020 accountability ratings cycle, one PRDD was available at the campus level, and one was available at the district level. In each case, the PRDD included three SAT/ACT indicators: participation in either the SAT or ACT examination, TSI criteria graduates, and college, career, and military ready graduates. The college, career, and military ready graduates indicator measured the percentage of 2019 annual graduates who met the TSI criteria in both ELA and mathematics, among other CCMR criteria. Results for a campus were evaluated in relation to results for a comparison group of similar campuses. Results for a district were evaluated based on results for campus-level indicators aggregated across all campuses in the district. The SAT/ACT indicators for PRDDs were evaluated based on data for the class of 2019. Following were the SAT/ACT indicator calculations for campus-level PRDDs. Participation in SAT/ACT examinations. This indicator, which measures the campus-wide percentage of graduates who took either the SAT or ACT examination, was calculated as follows: number of graduates who took the SAT or ACT number of graduates TSI criteria graduates. This indicator, which measures the campus-wide percentage of graduates who met the TSI criteria in both ELA and mathematics, was calculated as follows: number of graduates who met the TSI criteria in both ELA and mathematics number of graduates The TSI criteria for ELA are based on the ERW section of the SAT and the English section of the ACT.
Following were the SAT and ACT indicator calculations for AADDs.
Following were the SAT/ACT indicator calculations for campus-level PRDDs.
For more information about the SAT and ACT indicators, see College Admissions Testing General Information, Class of 2019. For more information about accountability system ratings and distinction designations, see the 2020 Accountability Manual. See also Concordance, Participation Rate, and Texas Success Initiative Criteria.
ACT Composite Score For Texas public school results presented in the report College Admissions Testing Results for Graduating Seniors in Texas Public Schools, Class of 2019, the Texas Education Agency calculated an examinee's composite score as the average of that examinee's best scores on each of the four required sections of the ACT—English, mathematics, reading, and science—rounded to the nearest whole number. For public and nonpublic school results combined in Texas, other states, and the United States presented in the report College Admissions Testing Results for Graduating Seniors in Texas and the United States, Class of 2019, ACT, Inc., calculated an examinee's composite score as the average of that examinee's most recent scores on each of the four required sections of the ACT rounded to the nearest whole number. The optional essay section was not included in either composite score calculation.
ACT Examination The ACT is a curriculum-based, college readiness test that assesses what students learn in their classes; similar to an achievement test.
AI Code The attending institution (AI) code, also referred to as the High School Code (or CEEB code), is a unique identifier requested by, and assigned to, schools across the country. Testing companies use AI codes instead of the county-district-campus numbers assigned by the Texas Education Agency (TEA) to refer to Texas schools in the testing data provided to TEA. TEA then uses a multistep process to match student-level test results to Public Education Information Management System (PEIMS) data. It is critical that the correct AI codes be used when registering for, or taking, examinations. Immediately after receiving the campus summaries for the examinations from a testing company, districts are responsible for verifying the accuracy of all of the information in the summaries, including the campuses identified by students, so test results can be accurately attributed. Because AI codes can change from year to year, TEA displays them in AskTED and maintains a historical database of the links between AI codes and campus IDs.
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:
[Source: 2018-2019 Texas Education Data Standards]
Bilingual or English as a Second Language (ESL) 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 learners (ELs). In addition, the program must provide for a carefully structured and sequenced mastery of English cognitive academic language development. ESL indicates that a student is participating in a state-approved ESL program. An ESL program in Grade 8 and below is a program of intensive instruction in English from teachers either certified or endorsed in ESL who use second language acquisition information to teach ELs 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.
Career and Technical Education (CTE) A student enrolled in a state-approved CTE program as a participant in the district's career and technical coherent sequence of courses is identified as participating in a career and technical education program. Students enrolled in CTE courses as electives are excluded from CTE results.
College-Ready Criteria For the 2020 accountability ratings cycle, the college-ready criteria were a component of the Texas Success Initiative (TSI) criteria indicators, which measured the percentage of 2019 annual graduates and the percentage of 2019 annual graduates plus students in Grade 12 in the 2018-19 school year who met the TSI criteria in both English language arts (ELA) and mathematics. The ELA college-ready criteria were defined as a score of 351 on the reading section of the TSI assessment; a score of 480 on the evidence-based reading and writing section of the SAT; or a score of 19 on the English section and a composite score of 23 on the ACT. The mathematics college-ready criteria were defined as a score of 350 on the mathematics section of the TSI assessment; a score of 530 on the mathematics section of the SAT; or a score of 19 on the mathematics section and a composite score of 23 on the ACT. The indicators were evaluated based on SAT/ACT data for the class of 2019. Scores for the small percentage of class of 2019 SAT examinees who took the previous version of the SAT were converted to scores comparable to those for the redesigned version of the test. This made it possible to determine the best scores across the two versions of the test and to summarize data for the class of 2019 SAT examinee population as a whole for the report College Admissions Testing Results for Graduating Seniors in Texas Public Schools, Class of 2019. See also ACT Composite Score, Concordance, SAT Examination Redesign, Texas Public School Accountability System, and Texas Success Initiative Criteria.
[Source: 2020 Accountability Manual]
Concordance A small percentage of class of 2019 SAT examinees either took the previous version of the SAT, rather than the redesigned version, or took both versions and scored higher on the previous version. Because scores for the previous version of the SAT and the redesigned version are not equivalent, scores for examinees who took the previous version of the SAT were converted to scores comparable to those for the redesigned version of the test using the College Board's concordance tables. This made it possible to determine the best scores across the two versions of the test and to summarize data for the class of 2019 SAT examinee population as a whole for the report College Admissions Testing Results for Graduating Seniors in Texas Public Schools, Class of 2019. See also SAT Examination Redesign.
[Source: College Board SAT Concordance (retrieved December 5, 2017)]
Criterion Score For purposes of awarding postsecondary readiness distinction designations under the Texas public school accountability system for the 2017 accountability ratings cycle and earlier cycles, the SAT/ACT examination performance indicator measured the percentage of graduating examinees who scored at or above a criterion score on either the SAT or ACT examination. The criterion scores were defined as a summed score of 1110 on the critical reading and mathematics sections of the SAT and a composite score of 24 on the ACT. Using College Board's concordance tables, a summed score of 1110 on the critical reading and mathematics sections of the previous version of the SAT concords to a summed score of 1180 on the evidence-based reading and writing (ERW) and mathematics sections of the redesigned SAT. The Texas Education Agency continues to present performance results using these criterion scores (a composite score of 24 on the ACT and a summed score of 1180 on the ERW and mathematics sections of the SAT). The indicators were evaluated based on SAT/ACT data for the class of 2019. Scores for the small percentage of class of 2019 SAT examinees who took the previous version of the SAT were converted to scores comparable to those for the redesigned version of the test. This made it possible to determine the best scores across the two versions of the test and to summarize data for the class of 2019 SAT examinee population as a whole for the report College Admissions Testing Results for Graduating Seniors in Texas Public Schools, Class of 2019. See also ACT Composite Score, Concordance, Distinction Designations, and SAT Examination Redesign.
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 United States 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.
District Testing The College Board and ACT, Inc., offer school districts the opportunity to administer the SAT and ACT examinations, respectively, during a regular school day. The purpose of SAT and ACT district testing is to increase student access to SAT and ACT examinations by offering the examinations at no cost or at reduced cost to students during school hours.
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.
[Source: Texas Education Code §38.003]
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.
End-of-Course (EOC) Substitute Assessments for Graduation Beginning in the 2011-12 school year, approved SAT and ACT examinations may be used to substitute one specific EOC assessment graduation requirement. A student who scored 530 or higher on the mathematics section of the redesigned SAT; 500 or higher on the mathematics section of the previous version of the SAT; or 22 or higher on the mathematics section of the ACT may substitute the assessment for the Algebra I EOC assessment graduation requirement. A student who scored 23 or higher on the science section of the ACT may substitute the assessment for the Biology EOC assessment graduation requirement. A student who scored 480 or higher on the evidence-based reading and writing section of the redesigned SAT; scored 500 or higher on both the critical reading and writing sections of the previous version of the SAT; scored 22 or higher on the reading section and 18 or higher on the English section of an ACT examination taken in September 2015 or after; or scored 21 or higher on the reading section and an average score of 18 or higher on the English and writing sections on an ACT examination taken prior to September 2015 may substitute the assessment for the English I or English II EOC assessment graduation requirement. See also ACT Composite Score and SAT Examination Redesign.
[Source: Texas Education Code §39.025; 19 Texas Administrative Code §101.4002]
English Learner (EL) A student is classified as an 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 or as indicated by a test of English proficiency. Most students identified as ELs receive bilingual or English as a second language instruction.
[Source: 2018-2019 Texas Education Data Standards; 19 Texas Administrative Code §89.1225]
Examinee The Texas Education Agency (TEA) receives scores from the testing companies based on year of test administration. When registering for SAT or ACT examinations, students are asked to provide an expected year of graduation. To determine whether to include examinees in a given reporting year for Texas public school results presented in the report College Admissions Testing Results for Graduating Seniors in Texas Public Schools, Class of 2019, TEA combined four years of testing data and used information such as student-reported expected year of graduation and actual year of graduation reported by school districts in the Public Education Information Management System (PEIMS). For public and nonpublic school results combined in Texas, other states, and the United States presented in the report College Admissions Testing Results for Graduating Seniors in Texas and the United States, Class of 2019, examinees were included in a given reporting year based only on data for examinees who reported they expected to graduate that year.
Foster Care A student classified as being in foster care is in the conservatorship of the Department of Family and Protective Services.
Gender
ACT, Inc. ACT, Inc., collects student-reported demographic information, such as gender, when examinees take each examination. ACT, Inc., provides two gender options: female and male. College Board The College Board collects student-reported demographic information, such as gender, when examinees take each examination. Prior to the 2018-19 school year, the College Board provided two gender options: female and male. Beginning in the 2018-19 school year, the College Board provided a third, nonbinary gender option: another gender. Texas Education Agency (TEA) School districts submit student demographic information to TEA through the Texas Student Data System (TSDS). TSDS provides two options for gender: female and male.
ACT, Inc. ACT, Inc., collects student-reported demographic information, such as gender, when examinees take each examination. ACT, Inc., provides two gender options: female and male.
College Board The College Board collects student-reported demographic information, such as gender, when examinees take each examination. Prior to the 2018-19 school year, the College Board provided two gender options: female and male.
Beginning in the 2018-19 school year, the College Board provided a third, nonbinary gender option: another gender.
Texas Education Agency (TEA) School districts submit student demographic information to TEA through the Texas Student Data System (TSDS). TSDS provides two options for gender: female and male.
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 §29.121]
Graduates A student is classified as a graduate in the year in which he or she is reported in the Public Education Information Management System (PEIMS) as having graduated from the Texas public school system. For instance, students who graduated in 2018-19 must have done so by August 31, 2019, to be included in 2018-19 graduate counts. The number of graduates is used as the denominator in calculations of examination participation rates.
Graduation Year The percentages of Texas public school graduates who participate in the SAT, the ACT, or both examinations are calculated using the numbers of examinees reported by the testing companies and the number of graduates reported in the Public Education Information Management System (PEIMS). To determine whether to include examinees in a given reporting year, the Texas Education Agency (TEA) combines four years of testing data and uses information such as student-reported expected year of graduation and actual year of graduation reported by school districts in PEIMS. All Texas public school students who graduated in the 2018-19 school year, as reported in PEIMS, were considered class of 2019 graduates for this report. Because examinees who reported they expected to graduate in a given year may not have actually done so, the difference in reporting methods can result in imprecise participation rates. For the class of 2017 and earlier classes, TEA received examinees' scores from the testing companies based on student-reported year of graduation. Beginning with the class of 2018, TEA received scores from the testing companies based on year of test administration. Because of the changes in how graduating examinees were identified, caution should be used when comparing participation results for the class of 2018 and later classes with results for the class of 2017 and earlier classes.
Homeless A student is classified as homeless when the student lacks a fixed, regular, and adequate nighttime residence as defined by Title 42 of the United States Code (U.S.C.) §11434(a). This definition includes:
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. United States citizenship is not a factor when identifying a student as an immigrant for the purpose of public school data collection.
National Testing The College Board and ACT, Inc., offer the SAT and ACT examinations, respectively, nationally on several weekend testing dates during the year.
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 a migratory fisher; and (c) in the preceding 36 months, to obtain temporary or seasonal 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 to engage in a fishing activity.
Military-Connected A student identified as military-connected is a dependent of a member of the United States military service in the Army, Navy, Air Force, Marine Corps, or Coast Guard on active duty; the Texas National Guard; or a reserve force of the United States military.
Participation Rate Participation rates for Texas public school graduates are presented for the SAT and ACT separately, as well as for the two examinations combined. When combined results are presented, data for an individual who took both examinations are counted only once. Participation rates are calculated as follows:
Calculation of Texas public school SAT and ACT participation rates changed beginning with the class of 2012. For the class of 2011 and earlier classes, students served in special education programs were included in the numerators but excluded from the denominators in such calculations. Beginning with the class of 2012, special education students were included in both numerators and denominators. Consequently, results for the class of 2012 and later classes are not comparable to results for the class of 2011 and earlier classes. Calculation of Texas public school SAT and ACT participation rates changed again with the class of 2018. For the class of 2017 and earlier classes, the Texas Education Agency (TEA) received examinees' scores from the testing companies based on student-reported expected year of graduation. Beginning with the class of 2018, TEA received scores from the testing companies based on year of test administration. Because of the changes in how graduating examinees were identified, caution should be used when comparing participation results for the class of 2018 and later classes with results for the class of 2017 and earlier classes. SAT and ACT participation rates for public and nonpublic school graduates combined in Texas, other states, and the United States were obtained, when available, from summary reports released annually by the College Board and ACT, Inc., respectively. The denominators for these rates are projected counts of graduating seniors reported by the Western Interstate Commission for Higher Education (WICHE). Participation rates not available from College Board or ACT, Inc., reports were derived by dividing counts of graduating examinees obtained from the testing companies by WICHE projections of graduating seniors. For information about participation rate calculations for distinction designations, see Distinction Designations. See also Graduation Year.
Performance: Average Score An average score is the mean score for a given group on a given examination or examination section. As an example, the average ACT composite score for all graduating examinees in Texas public schools is calculated as follows:
Average ACT scores are rounded to the first decimal place, and average SAT scores are rounded to the nearest whole number.
Students may take the SAT and ACT more than once. For the class of 2017 and earlier classes, the Texas Education Agency (TEA) based performance results on each examinee's most recent tests. Beginning with the class of 2018, TEA based performance results on each examinee's best section scores across all tests taken. Those scores were used to calculate SAT total scores and ACT composite scores. An examinee's best scores on the evidence-based reading and writing and mathematics sections were summed to calculate the examinee's SAT total score, and an examinee's best English, mathematics, reading, and science section scores were averaged to calculate the examinee's ACT composite score. These SAT total scores and ACT composite scores are commonly known as "superscores." Because of the changes in how examinee scores were calculated, performance results for the class of 2018 and later classes are not comparable to results for the class of 2017 and earlier classes.
For class of 2019 examinees who took the previous version of the SAT, the best scores for each section were converted to corresponding scores on the redesigned version of the test using the College Board's concordance tables. To determine the best section and total scores for students who took both versions of the test, those converted scores were then compared to the best evidence-based reading and writing (ERW), mathematics, and total scores on the redesigned SAT. Because scores for the summed ERW and mathematics measure were converted separately from the individual test sections, sums of section mean scores may not always equal the mean scores of the summed measure. See also Concordance and SAT Examination Redesign.
SAT and ACT performance results for public and nonpublic school graduates combined in Texas, other states, and the United States were obtained, when available, from summary reports released annually by the College Board and ACT, Inc., respectively. For information about performance indicator calculations for distinction designations, see Distinction Designations.
Performance: Examinees Scoring At or Above Criterion Performance results for Texas public school graduates are presented for SAT and ACT examinations separately, as well as for the two examinations combined. When combined results are presented, data for an individual who took both examinations are counted only once. As an example, the percentage of graduating examinees who scored at or above criterion on either test is calculated as follows:
For class of 2019 examinees who took the previous version of the SAT, the best scores for each section were converted to corresponding scores on the redesigned version of the test using the College Board's concordance tables. To determine the best section and total scores for students who took both versions of the test, those converted scores were then compared to the best evidence-based reading and writing (ERW), mathematics, and total scores on the redesigned SAT. See also Concordance, Criterion Score, and SAT Examination Redesign.
Race/Ethnicity
ACT, Inc. ACT, Inc., uses the Student Profile Section (SPS) and the ACT examination answer form to obtain student-reported demographic information, such as race/ethnicity. The SPS is completed when students register for the ACT examination. For the class of 2010 and earlier classes, ACT, Inc., reported the following five racial/ethnic categories: African American, American Indian, Asian/Pacific Islander, Hispanic, and White. Beginning with the class of 2011, ACT, Inc., collected data on race and ethnicity in compliance with a new federal standard. The standard requires that race and ethnicity be collected separately using a specific two-part question, presented in a specific order, and that both parts of the question be answered. ACT, Inc., combines the answers to the two-part question to create the following seven mutually exclusive racial/ethnic categories: African American American Indian Asian Hispanic Pacific Islander White Multiracial College Board The College Board collects student-reported demographic information, such as race/ethnicity, when examinees take each examination. For the class of 2015 and earlier classes, College Board reported the following five racial/ethnic categories: African American, American Indian, Asian/Pacific Islander, Hispanic (Mexican American, Puerto Rican, or other Hispanic), and White. Beginning with the class of 2016, College Board collected data on race and ethnicity in compliance with the federal standard. The standard requires that race and ethnicity be collected separately using a specific two-part question, presented in a specific order, and that both parts of the question be answered. Part 1. Are you of Hispanic, Latino, or Spanish origin? No, not of Hispanic, Latino, or Spanish origin Yes, Cuban Yes, Mexican Yes, Puerto Rican Yes, another Hispanic, Latino, or Spanish origin Part 2. What is your race? American Indian or Alaska Native Asian Black or African American Native Hawaiian or Other Pacific Islander White College Board combines the answers to the two-part question to create the following seven mutually exclusive racial/ethnic categories: African American, American Indian, Asian, Hispanic, Pacific Islander, White, and multiracial. A student identified as Hispanic is included only in the count for Hispanics. A student not identified as Hispanic is included in the count for only one of the following six racial categories: African American, American Indian, Asian, Pacific Islander, White, or multiracial. A student identified as having two or more races is included only in the count for multiracial students, not in the count for any single racial category. Texas Education Agency (TEA) School districts submit student demographic information to TEA through the Texas Student Data System. In 2009-10, TEA began collecting data on race and ethnicity in compliance with a new federal standard. The standard requires that race and ethnicity be collected separately using a specific two-part question, presented in a specific order, and that both parts of the question be answered. Part 1. Ethnicity: Is the person Hispanic/Latino? Choose only one. Hispanic/Latino Not Hispanic/Latino Part 2. Race: What is the person's race? Choose one or more, regardless of ethnicity. American Indian or Alaska Native Asian Black or African American Native Hawaiian/Other Pacific Islander White The racial/ethnic categories are defined as follows: 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 identified as having two or more races. For purposes of reporting Texas public school SAT and ACT data, TEA combines the answers to the two-part question to create seven mutually exclusive racial/ethnic categories. A student identified as Hispanic is included only in the count for Hispanics. A student not identified as Hispanic is included in the count for only one of the following six racial categories: African American, American Indian, Asian, Pacific Islander, White, or multiracial. A student identified as having two or more races is included only in the count for multiracial students, not in the count for any single racial category.
ACT, Inc. ACT, Inc., uses the Student Profile Section (SPS) and the ACT examination answer form to obtain student-reported demographic information, such as race/ethnicity. The SPS is completed when students register for the ACT examination.
For the class of 2010 and earlier classes, ACT, Inc., reported the following five racial/ethnic categories: African American, American Indian, Asian/Pacific Islander, Hispanic, and White.
Beginning with the class of 2011, ACT, Inc., collected data on race and ethnicity in compliance with a new federal standard. The standard requires that race and ethnicity be collected separately using a specific two-part question, presented in a specific order, and that both parts of the question be answered. ACT, Inc., combines the answers to the two-part question to create the following seven mutually exclusive racial/ethnic categories:
College Board The College Board collects student-reported demographic information, such as race/ethnicity, when examinees take each examination.
For the class of 2015 and earlier classes, College Board reported the following five racial/ethnic categories: African American, American Indian, Asian/Pacific Islander, Hispanic (Mexican American, Puerto Rican, or other Hispanic), and White.
Beginning with the class of 2016, College Board collected data on race and ethnicity in compliance with the federal standard. The standard requires that race and ethnicity be collected separately using a specific two-part question, presented in a specific order, and that both parts of the question be answered.
College Board combines the answers to the two-part question to create the following seven mutually exclusive racial/ethnic categories: African American, American Indian, Asian, Hispanic, Pacific Islander, White, and multiracial. A student identified as Hispanic is included only in the count for Hispanics. A student not identified as Hispanic is included in the count for only one of the following six racial categories: African American, American Indian, Asian, Pacific Islander, White, or multiracial. A student identified as having two or more races is included only in the count for multiracial students, not in the count for any single racial category.
Texas Education Agency (TEA) School districts submit student demographic information to TEA through the Texas Student Data System. In 2009-10, TEA began collecting data on race and ethnicity in compliance with a new federal standard. The standard requires that race and ethnicity be collected separately using a specific two-part question, presented in a specific order, and that both parts of the question be answered.
The racial/ethnic categories are defined as follows:
For purposes of reporting Texas public school SAT and ACT data, TEA combines the answers to the two-part question to create seven mutually exclusive racial/ethnic categories. A student identified as Hispanic is included only in the count for Hispanics. A student not identified as Hispanic is included in the count for only one of the following six racial categories: African American, American Indian, Asian, Pacific Islander, White, or multiracial. A student identified as having two or more races is included only in the count for multiracial students, not in the count for any single racial category.
[Source: 2009-2010 PEIMS Data Standards; 2018-2019 Texas Education Data Standards]
SAT Examination The SAT is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.
SAT Examination Redesign The College Board began administering a redesigned version of the SAT in March 2016. The redesigned SAT has an evidence-based reading and writing section that includes a reading test and a writing and language test; a mathematics section; and an optional essay section. The previous version of the SAT had critical reading, mathematics, writing, and essay sections. A small percentage of class of 2019 SAT examinees either took the previous version of the SAT, rather than the redesigned version, or took both versions and scored higher on the previous version. Because scores for the redesigned SAT and its predecessor are not equivalent, scores for examinees who took the previous version of the SAT were converted to scores comparable to those for the redesigned version of the test using the College Board's concordance tables. This made it possible to determine the best scores across the two versions of the test and to summarize data for the class of 2019 SAT examinee population as a whole for the report College Admissions Testing Results for Graduating Seniors in Texas Public Schools, Class of 2019. For the report College Admissions Testing Results for Graduating Seniors in Texas and the United States, Class of 2019, results for the classes of 2017, 2018, and 2019 include data only for examinees who took the redesigned version of the SAT. See also Concordance.
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.
Texas Success Initiative (TSI) Criteria For the 2020 accountability ratings cycle, the TSI criteria indicators measured the percentage of 2019 annual graduates and the percentage of 2019 annual graduates plus students in Grade 12 in the 2018-19 school year who successfully completed and earned credit for a college preparatory course or scored at or above the college-ready criteria on the TSI assessment, the SAT, or the ACT in both English language arts and mathematics. The indicators were evaluated based on SAT/ACT data for the class of 2019. Scores for the small percentage of class of 2019 SAT examinees who took the previous version of the SAT were converted to scores comparable to those for the redesigned version of the test. This made it possible to determine the best scores across the two versions of the test and to summarize data for the class of 2019 SAT examinee population as a whole. See also College-Ready Criteria, Concordance, SAT Examination Redesign, and Texas Public School Accountability System.
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.
Copyright Information SAT® is a trademark of the College Board, and ACT® is a trademark of ACT, Inc. Other product and company names mentioned may be trademarks of their respective owners. Contact Information For questions or comments, please e-mail the Division of Research and Analysis, or contact the division by phone at 512-475-3523. This page last updated March 2, 2021.
