Texas Education Agency | |||
2019 Closing the Gaps | |||
CANYON RIDGE EL (015910140) - NORTH EAST ISD - BEXAR COUNTY |
indicator | Total Met |
Total Evaluated |
% Met | Weight | Score |
---|---|---|---|---|---|
Academic Achievement | 20 | 20 | 100% | 30% | 30.0 |
Growth Status | 11 | 12 | 92% | 50% | 46.0 |
ELP Status | 1 | 1 | 100% | 10% | 10.0 |
Student Success Status | 11 | 11 | 100% | 10% | 10.0 |
Closing the Gaps Score | 96 |
All Students |
African American |
Hispanic | White | American Indian |
Asian | Pacific Islander |
Two or More Races |
Econ Disadv |
EB/EL (Current & Monitored)+ |
Special Ed (Current) |
Special Ed (Former) |
Continu- ously Enrolled |
Non- Continu- ously Enrolled |
Total Met |
Total Evaluated |
|
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Academic Achievement Status | ||||||||||||||||
ELA/Reading Target | 44% | 32% | 37% | 60% | 43% | 74% | 45% | 56% | 33% | 29% | 19% | 36% | 46% | 42% | ||
Target Met | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | ||||||
% at Meets GL Standard or Above | 68% | 65% | 59% | 74% | - | 77% | - | 81% | 56% | 41% | 28% | 100% | 72% | 62% | ||
# at Meets GL Standard or Above | 194 | 17 | 63 | 78 | - | 23 | - | 13 | 25 | 11 | 11 | 7 | 125 | 69 | ||
Total Tests (Adjusted) | 285 | 26 | 107 | 106 | - | 30 | - | 16 | 45 | 27 | 40 | 7 | 173 | 112 | ||
Mathematics Target | 46% | 31% | 40% | 59% | 45% | 82% | 50% | 54% | 36% | 40% | 23% | 44% | 47% | 45% | ||
Target Met | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | ||||||
% at Meets GL Standard or Above | 72% | 46% | 56% | 84% | - | 93% | - | 94% | 51% | 59% | 38% | 86% | 76% | 64% | ||
# at Meets GL Standard or Above | 204 | 12 | 60 | 89 | - | 28 | - | 15 | 23 | 16 | 15 | 6 | 132 | 72 | ||
Total Tests (Adjusted) | 285 | 26 | 107 | 106 | - | 30 | - | 16 | 45 | 27 | 40 | 7 | 173 | 112 | ||
Total Indicators | 20 | 20 | ||||||||||||||
Growth Status | ||||||||||||||||
ELA/Reading Target | 66% | 62% | 65% | 69% | 67% | 77% | 67% | 68% | 64% | 64% | 59% | 65% | 66% | 67% | ||
Target Met | Yes | Yes | Yes | Yes | Yes | Yes | ||||||||||
Academic Growth Score | 82% | 85% | 80% | 82% | - | 85% | - | 89% | 87% | 76% | 64% | 50% | 82% | 82% | ||
Growth Points | 142.0 | 11.0 | 49.0 | 59.5 | - | 14.5 | - | 8.0 | 23.5 | 13.0 | 14.0 | 3.0 | 96.0 | 46.0 | ||
Total Tests | 173 | 13 | 61 | 73 | - | 17 | - | 9 | 27 | 17 | 22 | 6 | 117 | 56 | ||
Mathematics Target | 71% | 67% | 69% | 74% | 71% | 86% | 74% | 73% | 68% | 68% | 61% | 70% | 71% | 70% | ||
Target Met | Yes | No | Yes | Yes | Yes | Yes | ||||||||||
Academic Growth Score | 78% | 81% | 67% | 83% | - | 85% | - | 100% | 76% | 64% | 70% | 92% | 77% | 81% | ||
Growth Points | 136.0 | 10.5 | 41.5 | 60.5 | - | 14.5 | - | 9.0 | 20.5 | 11.5 | 15.5 | 5.5 | 90.0 | 46.0 | ||
Total Tests | 174 | 13 | 62 | 73 | - | 17 | - | 9 | 27 | 18 | 22 | 6 | 117 | 57 | ||
Total Indicators | 11 | 12 | ||||||||||||||
Graduation Rate Status | ||||||||||||||||
Target | 90% | 90% | 90% | 90% | 90% | 90% | 90% | 90% | 90% | 90% | 90% | n/a | n/a | n/a | ||
Target Met | ||||||||||||||||
2017 % Graduated | - | - | - | - | - | - | - | - | - | - | - | |||||
2018 % Graduated | - | - | - | - | - | - | - | - | - | - | - | |||||
2018 # Graduated | - | - | - | - | - | - | - | - | - | - | - | |||||
2018 Total in Class | - | - | - | - | - | - | - | - | - | - | - | |||||
Total Indicators | ||||||||||||||||
English Language Proficiency Status | ||||||||||||||||
Target | 36% | |||||||||||||||
Target Met | Yes | |||||||||||||||
TELPAS Progress Rate | 48% | |||||||||||||||
TELPAS Progress | 21 | |||||||||||||||
TELPAS Total | 44 | |||||||||||||||
Total Indicators | 1 | 1 | ||||||||||||||
Student Success Status | ||||||||||||||||
Target | 47 | 36 | 41 | 58 | 46 | 73 | 48 | 55 | 38 | 37 | 23 | 43 | 48 | 45 | ||
Target Met | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | |||||
STAAR Component Score | 67 | 56 | 56 | 75 | - | 78 | - | 77 | 53 | 50 | 35 | 78 | 70 | 61 | ||
% at Approaches GL Standard or Above | 90% | 85% | 83% | 94% | - | 96% | - | 100% | 83% | 82% | 56% | 100% | 90% | 89% | ||
% at Meets GL Standard or Above | 69% | 56% | 56% | 78% | - | 82% | - | 86% | 51% | 47% | 34% | 90% | 73% | 62% | ||
% at Masters GL Standard | 41% | 27% | 28% | 53% | - | 55% | - | 45% | 24% | 22% | 15% | 45% | 46% | 33% | ||
Total Tests | 759 | 71 | 282 | 286 | - | 78 | - | 42 | 120 | 73 | 104 | 20 | 462 | 297 | ||
Total Indicators | 11 | 11 | ||||||||||||||
School Quality Status | ||||||||||||||||
Target | 47% | 31% | 41% | 58% | 42% | 76% | 39% | 53% | 39% | 30% | 27% | 43% | 50% | 31% | ||
Target Met | ||||||||||||||||
% Students Meeting CCMR | - | - | - | - | - | - | - | - | - | - | - | - | - | - | ||
# Students Meeting CCMR | - | - | - | - | - | - | - | - | - | - | - | - | - | - | ||
Total Students | - | - | - | - | - | - | - | - | - | - | - | - | - | - | ||
Total Indicators | ||||||||||||||||
Participation | ||||||||||||||||
Target | 95% | 95% | 95% | 95% | 95% | 95% | 95% | 95% | 95% | 95% | 95% | 95% | 95% | 95% | ||
ELA/Reading | ||||||||||||||||
% Participation | 100% | 100% | 99% | 100% | - | 100% | - | 100% | 98% | 100% | 100% | 100% | 99% | 100% | ||
# Participants | 311 | 26 | 118 | 116 | - | 35 | - | 16 | 56 | 32 | 45 | 8 | 176 | 135 | ||
Total Tests | 312 | 26 | 119 | 116 | - | 35 | - | 16 | 57 | 32 | 45 | 8 | 177 | 135 | ||
Mathematics | ||||||||||||||||
% Participation | 100% | 100% | 100% | 100% | - | 100% | - | 100% | 100% | 100% | 100% | 100% | 100% | 100% | ||
# Participants | 313 | 26 | 120 | 116 | - | 35 | - | 16 | 57 | 32 | 45 | 8 | 178 | 135 | ||
Total Tests | 313 | 26 | 120 | 116 | - | 35 | - | 16 | 57 | 32 | 45 | 8 | 178 | 135 |
* | Indicates results are masked due to small numbers to protect student confidentiality. |
** | When only one racial / ethnic group is masked, then the second smallest racial / ethnic group is masked regardless of size. |
+ | Ever HS EB/ELs are included in the Federal Graduation Rate. |
- | Indicates there are no students in the group. |
Released August 2019 | TEA | School Programs | Assessment and Reporting | Performance Reporting |