Texas Education Agency
STAAR Performance STAAR Performance - Additional Student Groups Progress (Academic Growth and STAAR) Prior Year and SSI Bilingual Education/ESL STAAR Performance - All Students STAAR Performance - All Students - Additional Student Groups Performance Glossary
STAAR Participation STAAR Participation - Additional Student Groups Participation Glossary
Attendance, Graduation, and Dropout Rates Graduation Profile Attendance and Graduation Glossary
College, Career, or Military Readiness (CCMR) CCMR-Related Indicators Other Postsecondary Indicators Postsecondary Readiness Glossary
Student Information Staff Information Profile Glossary
Kindergarten Readiness KG Readiness Glossary
Postsecondary Outcomes Yearly Details Postsecondary Outcomes Summary Postsecondary Outcomes Glossary
Revenue and Expenditures
2018 Accountability Reports 2017–18 Texas Academic Performance Report

Texas Education Agency
District Name: GEORGETOWN ISD Texas Academic Performance Report Total Students: 559
Campus Name: JO ANN FORD EL 2017-18 Campus STAAR Performance Grade Span: KG - 05
Campus Number: 246904109 Bilingual Education/English as a Second Language School Type: Elementary
  (Current EL Students)
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  State District Campus Bilingual
Education		 BE-Trans
Early Exit		 BE-Trans
Late Exit		 BE-Dual
Two-Way		 BE-Dual
One-Way		 ESL ESL
Content		 ESL
Pull-Out		 LEP No
Services		 LEP with
Services		 Total
EL

STAAR Performance Rate by Subject and Performance Level^
 
 All Grades All Subjects
      At Approaches Grade Level or Above 		2018 77% 70% 90% - - - - - * * - - * *
  2017 75% 71% 89% - - - - - * * - - * *
      At Meets Grade Level or Above 2018 48% 42% 67% - - - - - * * - - * *
  2017 45% 41% 62% - - - - - * * - - * *
      At Masters Grade Level 2018 22% 15% 38% - - - - - * * - - * *
  2017 20% 16% 37% - - - - - * * - - * *
 All Grades ELA/Reading
      At Approaches Grade Level or Above 		2018 74% 72% 89% - - - - - * * - - * *
  2017 72% 71% 89% - - - - - * * - - * *
      At Meets Grade Level or Above 2018 46% 45% 68% - - - - - * * - - * *
  2017 44% 44% 66% - - - - - * * - - * *
      At Masters Grade Level 2018 19% 16% 46% - - - - - * * - - * *
  2017 19% 17% 47% - - - - - * * - - * *
 All Grades Mathematics
      At Approaches Grade Level or Above 		2018 81% 70% 92% - - - - - * * - - * *
  2017 79% 73% 91% - - - - - * * - - * *
      At Meets Grade Level or Above 2018 50% 36% 67% - - - - - * * - - * *
  2017 46% 36% 61% - - - - - * * - - * *
      At Masters Grade Level 2018 24% 13% 35% - - - - - * * - - * *
  2017 22% 15% 32% - - - - - * * - - * *
 All Grades Writing
      At Approaches Grade Level or Above 		2018 66% 58% 88% - - - - - * * - - * *
  2017 67% 59% 88% - - - - - - - - - - -
      At Meets Grade Level or Above 2018 41% 34% 68% - - - - - * * - - * *
  2017 36% 31% 61% - - - - - - - - - - -
      At Masters Grade Level 2018 13% 10% 37% - - - - - * * - - * *
  2017 11% 8% 34% - - - - - - - - - - -
 All Grades Science
      At Approaches Grade Level or Above 		2018 80% 74% 90% - - - - - - - - - - -
  2017 79% 73% 86% - - - - - * * - - * *
      At Meets Grade Level or Above 2018 51% 44% 60% - - - - - - - - - - -
  2017 49% 44% 55% - - - - - * * - - * *
      At Masters Grade Level 2018 23% 17% 28% - - - - - - - - - - -
  2017 19% 14% 25% - - - - - * * - - * *

School Progress Domain - Academic Growth Score
 
      All Grades Both Subjects 2018 69 62 79 - - - - - * * - - * *
      All Grades ELA/Reading 2018 69 65 77 - - - - - * * - - * *
      All Grades Mathematics 2018 70 59 80 - - - - - * * - - * *

Progress of Prior-Year Non-Proficient Students

   Sum of Grades 4-8
      Reading 2018 38% 32% 35% - - - - - - - - - - -
  2017 35% 29% 26% - - - - - * * - - * *
      Mathematics 2018 47% 29% 50% - - - - - - - - - - -
  2017 43% 28% 35% - - - - - * * - - * *

'^'   Domain modeling data applied to year 2017.
'*'   Indicates results are masked due to small numbers to protect student confidentiality.
'-'   Indicates there are no students in the group.
 
 
 
Texas Education Agency | Academics | Performance Reporting February 2019