Accountability Rating Overall Summary A-F Accountability Listing Accountability Ratings Domain Overview
STAAR Performance College, Career, and Military Readiness Graduation Rate
Academic Growth Relative Performance
Closing the Gaps Identification of Schools for Improvement
Academic Achievement in English Language Arts/Reading Academic Achievement in Mathematics Academic Achievement in Science Academic Achievement in Social Studies Top 25 Percent: Comparative Academic Growth (AG) Top 25 Percent: Comparative Closing the Gaps (CTG) Postsecondary Readiness Distinction Designation Summary Campus Comparison Group
Academic Achievement in English Language Arts/Reading Academic Achievement in Mathematics Academic Achievement in Science Academic Achievement in Social Studies Postsecondary Readiness Indicators
STAAR Performance
STAAR Performance STAAR Comparison School / District Comparison CCMR Academic Growth Graduation Correlate
Accountability Reports Federal Report Card School Report Card Snapshot Report Texas Academic Performance Report [TAPR] Texas Performance Reporting System [TPRS]

  Texas Education Agency  
2023 Identification of Schools for Improvement
STEADHAM EL (057909154) - GARLAND ISD - DALLAS COUNTY

2019 2020 2021 2022 2023 2024 2025

This campus is identified for additional targeted support.
This is the first year this campus has been identified for additional targeted support.
The targeted support and improvement data table is provided for informational purposes.


Targeted Support and Improvement Information


  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
Count of Indicators Missed for Three Consecutive Years*
A student group that misses the targets in at least the same three indicators, for three consecutive years, is identified for targeted support and improvement.
  1 0 3 - - - - 0 0 - - -
Academic Achievement Status: Reading/Language Arts (RLA)
2019 40% 39% 48% - - - - 38% 38% -    
2022 27% 31% 54% - - - - 28% 35% 20%    
2023 1 3 0 - - - 3 2 3 0 - 2
Academic Achievement Status: Mathematics
2019 34% 40% 53% - - - - 36% 38% -    
2022 17% 41% 37% - - - - 29% 51% 10%    
2023 0 3 0 - - - 2 0 3 1 - 1
Academic Growth Status: RLA
2019 78% 69% 72% - - - - 66% 59% -    
2022 84% 67% - - - - - 71% 66% -    
2023 3 3 0 - - - - 0 3 0 - 0
Academic Growth Status: Mathematics
2019 84% 72% 91% - - - - 75% 70% -    
2022 82% 85% - - - - - 83% 86% -    
2023 0 0 0 - - - - 0 0 0 - 0
Student Success (Student Achievement Domain Score (STAAR Component Only))
2019 34 43 53 - - - - 39 42 30    
2022 25 38 48 - 59 - - 31 42 22    
2023 1 3 0 - 2 - 0 0 3 0 0 1
Progress in Achieving English Language Proficiency (EB/EL Current)
2019                        
2022                        
2023                 4      

Additional Targeted Support Information


  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
2023 ATS Entry Cut Point - Bottom 5% CTG Scaled Score 46 46 46 46 46 46 46 46 46 46 46 46
2023 Student Group CTG Scaled Score 67 77 30 - - - 75 51 79 41 - 61
2023 Student Group Identified for TSI and Below ATS Cut Point N N Y N N N N N N N N N

+ Ever HS EB/ELs are included in the Federal Graduation Rate.
* Student groups must meet the minimum size requirements in order to be considered when evaluating for targeted support and improvement identification.

     Released April 2025 TEA | Analytics, Assessment, and Reporting | Performance Reporting