College Admissions Testing Glossary of Terms, Class of 2022


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 2022, and College Admissions Testing Results for Graduating Seniors in Texas and the United States, Class of 2022.


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 2023 accountability ratings cycle, districts and campuses received overall accountability ratings of A-F based on results across a number of indicators in the three domains. The accountability system underwent a refresh, and a revised rating system was implemented using updated cut scores. (At the time of this glossary's release, the issuance of A-F ratings and the implementation of the revised rating system adopted in the 2023 Accountability Manual are pending and subject to change based on judicial rulings or decisions from the 88th Legislature during a special called session.) 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. In addition, performance on the SAT and the ACT for accelerated testers was included in the State of Texas Assessments of Academic Readiness (STAAR) components in all three domains, and participation on the SAT and the ACT for accelerated testers was included in the participation status indicator in the Closing the Gaps domain.

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 (ERW) 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 2023 accountability ratings cycle, the CCMR indicator for the Student Achievement and School Progress domains measured the percentage of 2022 annual graduates who met the TSI criteria in both reading language arts (RLA) and mathematics, and the CCMR indicator for the Closing the Gaps domain measured the percentage of 2022 annual graduates plus students in Grade 12 in the 2021-22 school year who met the TSI criteria in both RLA and mathematics. The SAT/ACT components of the CCMR indicators were evaluated based on data for the class of 2022.


Inclusion of SAT/ACT Results for Accelerated Testers
An accelerated tester is a student who completes a State of Texas Assessments of Academic Readiness (STAAR) end-of-course (EOC) assessment at the Approaches Grade Level or above standard in Algebra I, English II, and/or Biology prior to Grade 9. Beginning with the 2021 accountability ratings cycle, Grade 12 accelerated tester performance on the SAT and the ACT was included in calculating the STAAR components for all three domains in the accountability system. In addition, Grade 12 accelerated tester participation on the mathematics and reading language arts (RLA) sections of the SAT and/or ACT was a component of the participation status indicator in the Closing the Gaps domain. Performance on the SAT and ACT mathematics sections was evaluated for accelerated Algebra I testers; performance on the SAT evidence-based reading and writing (ERW) section and ACT combined English and reading sections was evaluated for accelerated English II testers; and performance on the ACT science section was evaluated for accelerated Biology testers. To be included in the Student Achievement and School Progress domain calculations, accelerated testers must have met the Approaches Grade Level or above standard on the EOC assessment. To be included in the Closing the Gaps domain performance and participation calculations, accelerated testers must have met the Meets Grade Level or above standard on the EOC assessment. For the 2023 accountability ratings cycle, SAT and ACT results for accelerated testers were evaluated based on data from the August 2019 through May 2023 test administrations.


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 demonstrate acceptable performance as defined by the 2023 Accountability Manual.


  • Academic Achievement Distinction Designations (AADDs)
    For the 2023 accountability ratings cycle, nine AADD indicators for SAT and ACT examinations were available at the campus level. AADDs were not available for districts. Results for a campus were evaluated in relation to results for a comparison group of similar campuses. The SAT and ACT indicators for AADDs related to accelerated testers were evaluated based on data from the August 2019 through May 2023 test administrations. The remaining SAT and ACT indicators for AADDs were evaluated based on data for the class of 2022.

  • 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 reading language arts (RLA) 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 RLA scores
      number of graduating SAT examinees

    • Performance in RLA 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 RLA 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

    • Performance in RLA on the SAT/ACT for accelerated testers. This indicator, which measures the campus-wide percentage of 2022-23 accelerated English II testers who met the Masters Grade Level standard equivalent score on the ERW section of the SAT or on the combined English and reading sections of the ACT, was calculated as follows:

      number of accelerated English II testers who met Masters Grade Level standard equivalent score on RLA on the SAT or ACT
      number of accelerated English II testers who took the SAT or ACT

    • Performance in mathematics on the SAT/ACT for accelerated testers. This indicator, which measures the campus-wide percentage of 2022-23 accelerated Algebra I testers who met the Masters Grade Level standard equivalent score on the mathematics section of the SAT or on the mathematics section of the ACT, was calculated as follows:

      number of accelerated Algebra I testers who met Masters Grade Level standard equivalent score on mathematics on the SAT or ACT
      number of accelerated Algebra I testers who took the SAT or ACT

    • Performance in science on the ACT for accelerated testers. This indicator, which measures the campus-wide percentage of 2022-23 accelerated Biology testers who met the Masters Grade Level standard equivalent score on the science section of the ACT, was calculated as follows:

      number of accelerated Biology testers who met Masters Grade Level standard equivalent score on science on the ACT
      number of accelerated Biology testers who took the ACT


  • Closing the Gaps Distinction Designations (CGDDs)
    For the 2023 accountability ratings cycle, one CGDD was available at the campus level. CGDDs were not available for districts. Results for a campus were evaluated in relation to results for a comparison group of similar campuses. The CGDD included one SAT/ACT indicator as a component of the Texas Success Initiative (TSI) criteria for the College, Career, and Military Readiness (CCMR) indicator in the Closing the Gaps domain: performance on SAT/ACT examinations. The indicator for CGDDs measured the percentage of 2022 annual graduates plus students in Grade 12 in the 2021-22 school year who met the TSI criteria in both reading language arts (RLA) and mathematics, among other CCMR criteria. The indicator was evaluated based on SAT/ACT data for the class of 2022.


  • Postsecondary Readiness Distinction Designations (PRDDs)
    For the 2023 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, Texas Success Initiative (TSI) criteria graduates, and college, career, and military ready graduates. The college, career, and military ready graduates indicator measured the percentage of 2022 annual graduates who met the TSI criteria in both reading language arts (RLA) and mathematics, among other College, Career, and Military Readiness (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 2022.

  • 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 RLA and mathematics, was calculated as follows:

      number of graduates who met the TSI criteria in both RLA and mathematics
      number of graduates

    • The TSI criteria for RLA are based on the evidence-based reading and writing (ERW) section of the SAT and the English section of the ACT.

For more information about the SAT and ACT indicators, see College Admissions Testing General Information, Class of 2022. For more information about accountability system ratings and distinction designations, see the 2023 Accountability Manual. See also Masters Grade Level Standard Equivalent Scores, Participation Rate, Texas Success Initiative Assessment, 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 2022, 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 2022, 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 [College Entrance Examination 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 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:

  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, 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;
  3. was not advanced from one grade level to the next for one or more school years;
  4. 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;
  5. is pregnant or is 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 an emergent bilingual student, as defined by TEC §29.052;
  11. is in the custody or care of the Department of Family and Protective 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 Title 42 of the United States Code §11434(a), and its subsequent amendments;
  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, cottage home operation, specialized child-care home, or generalized residential operation;
  14. 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;
  15. is enrolled in a school district or open-enrollment charter school, or a campus of a school district or open-enrollment charter school, that is designated as a dropout recovery school under TEC §39.0548; or
  16. 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.

[Source: 2021-2022 Texas Education Data Standards]


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 read, speak, write, or understand English below the level designated for indicating English proficiency, 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: 2021-2022 Texas Education Data Standards]


Career and Technical Education (CTE) Concentrator
A CTE concentrator is a student who completed and passed two or more approved CTE courses for high school credit, for a total of at least two credits, within the same program of study.

A CTE completer is a student who completed and passed three or more approved CTE courses for high school credit, for a total of four or more credits, within the same program of study, including one level-three or level-four course.

A student meeting the minimum requirements to be identified as a CTE completer also meets the requirements to be identified as a CTE concentrator. Therefore, both CTE completers and CTE concentrators are considered CTE concentrators for reporting purposes.

[Source: 2021-2022 Texas Education Data Standards]


College-Ready Criteria
For the 2023 accountability ratings cycle, the college-ready criteria were a component of the Texas Success Initiative (TSI) criteria indicators, which measured the percentage of 2022 annual graduates and the percentage of 2022 annual graduates plus students in Grade 12 in the 2021-22 school year who met the TSI criteria in both reading language arts (RLA) and mathematics. The 2023 Accountability Manual defines the RLA college-ready criteria as the English language arts and reading (ELAR) criteria on the TSI assessment (TSIA); a score of 480 on the evidence-based reading and writing (ERW) section of the SAT; or a score of 19 on the English section and a composite score of 23 on the ACT. The 2023 Accountability Manual defines the mathematics college-ready criteria as the mathematics criteria on the TSIA; 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 2022. See also ACT Composite Score, Texas Public School Accountability System, Texas Success Initiative Assessment, and Texas Success Initiative Criteria.

[Source: 2023 Accountability Manual]


Concordance
Beginning with the class of 2020, examinees took the redesigned version of the SAT only. Small percentages of SAT examinees in the classes of 2018 and 2019 either took the previous version of the test, 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 test 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 SAT and to summarize data for the class of 2018 examinee population and for the class of 2019 examinee population for the report College Admissions Testing Results for Graduating Seniors in Texas Public Schools, Class of 2022. See also SAT Examination Redesign.

[Source: Score Comparisons for Higher Ed]


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) in College Admissions Testing Results for Graduating Seniors in Texas Public Schools, Class of 2022. 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.


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.

[Source: 2021-2022 Texas Education Data Standards]


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 State of Texas Assessments of Academic Readiness (STAAR) EOC assessment graduation requirement. A student who scored 530 or higher on the mathematics section 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 (ERW) section of the SAT or 22 or higher on the reading section and 18 or higher on the English section of the ACT 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]


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 below the level designated for indicating English proficiency by a language proficiency assessment committee 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.

[Source: 2021-2022 Texas Education Data Standards; 19 Texas Administrative Code §89.1226]


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 2022, 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 2022, examinees were included in a given reporting year based only on data for examinees who reported they expected to graduate that year. SAT results for the United States include international students.


Foster Care
A student classified as being in foster care is currently under the conservatorship of the Department of Family and Protective Services (DFPS), is in prekindergarten and has previously been in the conservatorship of DFPS, or is in prekindergarten and is or ever has been in foster care in another state or territory and currently resides in Texas.

[Source: 2021-2022 Texas Education Data Standards]


Gender

ACT, Inc.
ACT, Inc., collects student-reported demographic information, such as gender, when examinees take each examination. Prior to the 2019-20 school year, ACT, Inc., provided two gender options: female and male.

Beginning in the 2019-20 school year, ACT, Inc., provided a third, nonbinary gender option: another gender.

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.

[Source: 2021-2022 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 §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 2021-22 must have done so by August 31, 2022, to be included in 2021-22 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 2021-22 school year, as reported in PEIMS, were considered class of 2022 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:

  • 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; or 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 20 U.S.C. §6399) who qualify as homeless because the children are living in circumstances described previously.

[Source: 2021-2022 Texas Education Data Standards]


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.

[Source: 2021-2022 Texas Education Data Standards]


Masters Grade Level Standard Equivalent Scores
For purposes of awarding academic achievement distinction designations under the Texas public school accountability system, the SAT/ACT results for accelerated testers indicators measure the percentages of accelerated testers who took the SAT or ACT who met the Masters Grade Level standard equivalent criteria on the SAT or ACT on the corresponding examination sections. The 2023 Accountability Manual defines the Masters Grade Level criteria as a score of 670 on the evidence-based reading and writing (ERW) section of the SAT or a summed score of 60 on the English and reading sections of the ACT for reading language arts (RLA); a score of 690 on the mathematics section of the SAT or a score of 30 on the mathematics section of the ACT for mathematics; and a score of 28 on the science section of the ACT for science. See also Distinction Designations.

[Source: 2023 Accountability Manual]


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, 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: 2021-2022 Texas Education Data Standards]


Military-Connected
A student identified as military-connected is a dependent of a current or former member of the United States military, the Texas National Guard, or a reserve force of the United States military; or a dependent of a member of the United States military, the Texas National Guard, or a reserve force of the United States military who was killed in the line of duty.

[Source: 2021-2022 Texas Education Data Standards]


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:


number of graduates who took the SAT or ACT
number of graduates

Calculation of Texas public school SAT and ACT participation rates changed 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:


sum of ACT composite scores
number of graduating ACT examinees

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 (ERW) 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.

Beginning with the class of 2020, examinees took only the redesigned version of the SAT. 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 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: Meeting Texas Success Initiative (TSI) College-Ready Criteria
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.

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 (ERW) 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.

Beginning with the class of 2020, examinees took only the redesigned version of the SAT. For class of 2018 and 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 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, SAT Examination Redesign, and Texas Success Initiative Criteria.


Examinees Meeting Texas Success Initiative (TSI) College-Ready Criteria
The examinees meeting the TSI college-ready criteria measure is the percentage of graduating examinees meeting the TSI college-ready criteria for a given group on a given examination and criterion. As an example, the percentage of all graduating examinees in Texas public schools who scored at or above the TSI college-ready criteria in reading language arts (RLA) and mathematics on either the SAT or ACT is calculated as follows:


number of graduates who scored at or above TSI college-ready criteria in RLA on the SAT or ACT and in mathematics on the SAT or ACT
number of graduates who took the SAT or ACT

Graduates Meeting Texas Success Initiative (TSI) College-Ready Criteria
The graduates meeting the TSI college-ready criteria measure is the percentage of graduates meeting the TSI college-ready criteria for a given group on a given examination and criterion. As an example, the percentage of all graduates in Texas public schools who scored at or above the TSI college-ready criteria in reading language arts (RLA) and mathematics on the SAT or ACT is calculated as follows:

number of graduates who scored at or above TSI college-ready criteria in RLA on the SAT or ACT and in mathematics on the SAT or ACT
number of graduates

Performance: 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.

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 (ERW) 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.

Beginning with the class of 2020, examinees took only the redesigned version of the SAT. 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 ERW, mathematics, and total scores on the redesigned SAT. See also Concordance, Criterion Score, and SAT Examination Redesign.


Examinees Scoring At or Above Criterion
The examinees scoring at or above criterion measure is the percentage of graduating examinees scoring at or above the criterion score for a given group on a given examination and criterion. As an example, the percentage of all graduating examinees in Texas public schools who scored at or above criterion on the SAT or ACT is calculated as follows:


number of graduates who scored at or above criterion on the SAT or ACT
number of graduates who took the SAT or ACT

Graduates Scoring At or Above Criterion
The graduates scoring at or above criterion measure is the percentage of graduates scoring at or above the criterion score for a given group on a given examination and criterion. As an example, the percentage of all graduates in Texas public schools who scored at or above criterion on the SAT or ACT is calculated as follows:

number of graduates who scored at or above criterion on the SAT or ACT
number of graduates

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.

Beginning in 2010-11, 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:

  1. African American
  2. American Indian
  3. Asian
  4. Hispanic
  5. Pacific Islander
  6. White
  7. 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.

In 2015-16, College Board began collecting 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:

  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 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.

[Source: 2009-2010 PEIMS Data Standards; 2021-2022 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 a mathematics section and an evidence-based reading and writing (ERW) section that includes a reading test and a writing and language test. The previous version of the SAT had critical reading, mathematics, writing, and essay sections. Beginning with the class of 2020, examinees took the redesigned version of the SAT only. Small percentages of SAT examinees in the classes of 2018 and 2019 either took the previous version of the test, 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 test 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 SAT and to summarize data for the class of 2018 examinee population and for the class of 2019 examinee population for the report College Admissions Testing Results for Graduating Seniors in Texas Public Schools, Class of 2022. For the report College Admissions Testing Results for Graduating Seniors in Texas and the United States, Class of 2022, SAT results for the class of 2017 and later classes include data only for examinees who took the redesigned version of the test. See also Concordance.


School-Day 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 school-day 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.


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 at any time during the school year.

[Source: 2021-2022 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: 2021-2022 Texas Education Data Standards]


Texas Success Initiative Assessment (TSIA)
The purpose of the TSIA is to provide a measure of students' readiness for freshman-level college coursework in reading, writing, and mathematics in Texas public colleges and universities. Students who do not meet one or more of the established benchmarks of the TSIA are required to participate in developmental education support prior to enrollment in a Texas public college or university. In addition, TSIA results are components of the college, career, and military readiness (CCMR) indicators in the Texas public school accountability system. The initial version of the TSIA (TSIA1) was replaced with a redesigned version (TSIA2) on January 11, 2021. Both versions of the TSIA are considered for the CCMR components in the 2023 accountability system.

[Source: Texas Success Initiative; 2023 Accountability Manual]


Texas Success Initiative (TSI) Criteria
For the 2023 accountability ratings cycle, the TSI criteria indicators measured the percentage of 2022 annual graduates and the percentage of 2022 annual graduates plus students in Grade 12 in the 2021-22 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 reading language arts (RLA) and mathematics. The indicators were evaluated based on SAT/ACT data for the class of 2022. See also College-Ready Criteria, Texas Public School Accountability System, and Texas Success Initiative Assessment.

[Source: 2023 Accountability Manual]


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: 2021-2022 Texas Education Data Standards]


Weekend Testing
The College Board and ACT, Inc., offer the SAT and ACT examinations, respectively, nationally on several weekend testing dates during the year.



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 November 21, 2023.