Texas Education Agency |
2019 Identification of Schools for Improvement |
RUTH BARRON EL (227904119) - PFLUGERVILLE ISD |
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 | Y | Y | Y | Y | - | - | - | - | Y | Y | Y |
Met 2019 Target | Y | - | Y | - | - | - | - | - | Y | Y | N |
Met 2019 Exit Criteria | - | - | - | - | - | - | - | - | - | - | - |
Indicators Evaluated in 2019 |
|||||||||||
Target | 9% | 9% | 9% | 9% | 9% | 9% | 9% | 9% | 9% | 9% | 9% |
% Indicators Met | 60% | - | 80% | - | - | - | - | - | 80% | 67% | 0% |
# Indicators Met | 3 | - | 4 | - | - | - | - | - | 4 | 4 | 0 |
# Indicators Evaluated | 5 | - | 5 | - | - | - | - | - | 5 | 6 | 3 |
Academic Achievement (Percent at Meets Grade Level or Above) |
|||||||||||
Reading | N | - | Y | - | - | - | - | - | Y | Y | N |
Mathematics | Y | - | Y | - | - | - | - | - | Y | Y | N |
Growth (Academic Growth) | |||||||||||
Reading | N | - | N | - | - | - | - | - | N | N | - |
Mathematics | Y | - | Y | - | - | - | - | - | Y | Y | - |
English Language Proficiency | |||||||||||
- | - | - | - | - | - | - | - | - | N | - | |
STAAR Only | |||||||||||
Y | Y | Y | Y | - | - | - | - | Y | Y | N |
+ 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. |
|||||||||||
0 | - | 0 | - | - | - | - | - | 0 | 0 | 1 | |
Academic Achievement (Percent at Meets Grade Level or Above) | |||||||||||
Reading Target |
44% | 32% | 37% | 60% | 43% | 74% | 45% | 56% | 33% | 29% | 19% |
2017 | 44%/Y | 44%/Y | 43%/Y | - | - | - | - | - | 40%/Y | 44%/Y | 21%/Y |
2018 | 42%/N | 48%/Y | 40%/Y | - | - | - | - | - | 39%/Y | 41%/Y | 16%/N |
2019 | 41%/N | - | 38%/Y | - | - | - | - | - | 39%/Y | 37%/Y | 11%/N |
Mathematics Target |
46% | 31% | 40% | 59% | 45% | 82% | 50% | 54% | 36% | 40% | 23% |
2017 | 55%/Y | 63%/Y | 54%/Y | - | - | - | - | - | 51%/Y | 54%/Y | 28%/Y |
2018 | 49%/Y | 36%/Y | 49%/Y | - | - | - | - | - | 46%/Y | 48%/Y | 27%/Y |
2019 | 51%/Y | - | 49%/Y | - | - | - | - | - | 49%/Y | 49%/Y | 14%/N |
Growth (Academic Growth) | |||||||||||
Reading Target |
66 | 62 | 65 | 69 | 67 | 77 | 67 | 68 | 64 | 64 | 59 |
2017 | 64/N | - | 61/N | - | - | - | - | - | 62/N | 59/N | - |
2018 | 71/Y | - | 71/Y | - | - | - | - | - | 71/Y | 69/Y | - |
2019 | 64/N | - | 62/N | - | - | - | - | - | 63/N | 60/N | - |
Mathematics Target |
71 | 67 | 69 | 74 | 71 | 86 | 74 | 73 | 68 | 68 | 61 |
2017 | 85/Y | - | 86/Y | - | - | - | - | - | 84/Y | 85/Y | - |
2018 | 60/N | - | 58/N | - | - | - | - | - | 60/N | 55/N | - |
2019 | 77/Y | - | 76/Y | - | - | - | - | - | 78/Y | 76/Y | - |
Student Success (Student Achievement Domain Score (STAAR Component Only)) | |||||||||||
Target | 47 | 36 | 41 | 58 | 46 | 73 | 48 | 55 | 38 | 37 | 23 |
2017 | 49/Y | 52/Y | 48/Y | 58/Y | - | - | - | - | 47/Y | 49/Y | 22/N |
2018 | 48/Y | 49/Y | 47/Y | 70/Y | - | - | - | - | 45/Y | 47/Y | 22/N |
2019 | 49/Y | 47/Y | 48/Y | 77/Y | - | - | - | - | 48/Y | 48/Y | 17/N |
+ 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. |