Texas Education Agency |
2019 Identification of Schools for Improvement |
KIPP CAMINO ACADEMY (227820082) - KIPP TEXAS PUBLIC SCHOOLS |
This campus is identified for additional targeted support. The targeted support and improvement data table is provided for informational purposes. |
Additional Targeted Support |
All Students |
African American |
Hispanic | White | American Indian |
Asian | Pacific Islander |
Two or More Races |
Econ Disadv |
EL (Current & Monitored)+ |
Special Ed (Current) |
|
---|---|---|---|---|---|---|---|---|---|---|---|
Met 2018 Target | - | - | - | - | - | - | - | - | - | - | - |
Met 2019 Target | N | - | Y | - | - | - | - | - | Y | Y | Y |
Met 2019 Exit Criteria | - | - | - | - | - | - | - | - | - | - | - |
Indicators Evaluated in 2019 |
|||||||||||
Target | 4% | 4% | 4% | 4% | 4% | 4% | 4% | 4% | 4% | 4% | 4% |
% Indicators Met | 0% | - | 40% | - | - | - | - | - | 60% | 50% | 60% |
# Indicators Met | 0 | - | 2 | - | - | - | - | - | 3 | 3 | 3 |
# Indicators Evaluated | 5 | - | 5 | - | - | - | - | - | 5 | 6 | 5 |
Academic Achievement (Percent at Meets Grade Level or Above) |
|||||||||||
Reading | N | - | Y | - | - | - | - | - | Y | Y | Y |
Mathematics | N | - | N | - | - | - | - | - | Y | Y | Y |
Growth (Academic Growth) | |||||||||||
Reading | N | - | N | - | - | - | - | - | N | N | N |
Mathematics | N | - | N | - | - | - | - | - | N | N | N |
English Language Proficiency | |||||||||||
- | - | - | - | - | - | - | - | - | N | - | |
STAAR Only | |||||||||||
N | - | Y | N | - | - | - | - | Y | Y | Y |
+ Ever HS ELs are included in the Federal Graduation Rate. |
Targeted Support and Improvement Information |
All Students |
African American |
Hispanic | White | American Indian |
Asian | Pacific Islander |
Two or More Races |
Econ Disadv |
EL (Current & Monitored)+ |
Special Ed (Current) |
|
---|---|---|---|---|---|---|---|---|---|---|---|
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. |
|||||||||||
- | - | - | - | - | - | - | - | - | - | - | |
Academic Achievement (Percent at Meets Grade Level or Above) | |||||||||||
Reading Target |
44% | 32% | 37% | 60% | 43% | 74% | 45% | 56% | 33% | 29% | 19% |
2017 | - | - | - | - | - | - | - | - | - | - | - |
2018 | - | - | - | - | - | - | - | - | - | - | - |
2019 | 37%/N | - | 37%/Y | - | - | - | - | - | 37%/Y | 33%/Y | 36%/Y |
Mathematics Target |
46% | 31% | 40% | 59% | 45% | 82% | 50% | 54% | 36% | 40% | 23% |
2017 | - | - | - | - | - | - | - | - | - | - | - |
2018 | - | - | - | - | - | - | - | - | - | - | - |
2019 | 38%/N | - | 38%/N | - | - | - | - | - | 39%/Y | 41%/Y | 44%/Y |
Growth (Academic Growth) | |||||||||||
Reading Target |
66 | 62 | 65 | 69 | 67 | 77 | 67 | 68 | 64 | 64 | 59 |
2017 | - | - | - | - | - | - | - | - | - | - | - |
2018 | - | - | - | - | - | - | - | - | - | - | - |
2019 | 61/N | - | 60/N | - | - | - | - | - | 60/N | 57/N | 52/N |
Mathematics Target |
71 | 67 | 69 | 74 | 71 | 86 | 74 | 73 | 68 | 68 | 61 |
2017 | - | - | - | - | - | - | - | - | - | - | - |
2018 | - | - | - | - | - | - | - | - | - | - | - |
2019 | 61/N | - | 61/N | - | - | - | - | - | 60/N | 63/N | 44/N |
Student Success (Student Achievement Domain Score (STAAR Component Only)) | |||||||||||
Target | 47 | 36 | 41 | 58 | 46 | 73 | 48 | 55 | 38 | 37 | 23 |
2017 | - | - | - | - | - | - | - | - | - | - | - |
2018 | - | - | - | - | - | - | - | - | - | - | - |
2019 | 41/N | - | 41/Y | 55/N | - | - | - | - | 41/Y | 40/Y | 35/Y |
+ Ever HS 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. |