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  
2019 Identification of Schools for Improvement
MIGUEL CARRILLO JR EL (015908112) - SOUTH SAN ANTONIO ISD - BEXAR COUNTY

2019 2020 2021 2022 2023 2024 2025

This campus is a comprehensive support and improvement progress school.
The targeted support and improvement data table is provided for informational purposes.


Closing the Gaps scaled score for comprehensive support


  Bottom 5% CTG
Score Cut Point		 CTG
Score		 CTG
Grade		 Identification
2018 47 43 I+ CS
2019 42 66 D CS

+ CTG grade 'I' in 2018 is equivalent to grade 'F'.
  To exit comprehensive support and improvement, a campus must not rank in the bottom five percent and improve the Closing the Gaps domain letter grade for two consecutive years.

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.
  3 - 0 - - - - - 0 - -
Academic Achievement (Percent at Meets Grade Level or Above)
Reading Target 44% 32% 37% 60% 43% 74% 45% 56% 33% 29% 19%
2017 39% - 39% - - - - - 38% 38% -
2018 24% - 25% - - - - - 22% - -
2019 26% - 26% - - - - - 24% - 7%
Mathematics Target 46% 31% 40% 59% 45% 82% 50% 54% 36% 40% 23%
2017 42% - 42% - - - - - 41% 40% -
2018 20% - 20% - - - - - 19% - -
2019 24% - 24% - - - - - 23% - 7%
Growth (Academic Growth)
Reading Target 66 62 65 69 67 77 67 68 64 64 59
2017 72 - 72 - - - - - 72 68 -
2018 55 - 55 - - - - - 56 - -
2019 68 - 68 - - - - - 68 - -
Mathematics Target 71 67 69 74 71 86 74 73 68 68 61
2017 83 - 83 - - - - - 83 90 -
2018 61 - 62 - - - - - 61 - -
2019 70 - 70 - - - - - 70 - -
Student Success (Student Achievement Domain Score (STAAR Component Only))
Target 47 36 41 58 46 73 48 55 38 37 23
2017 41 - 41 - - - - - 40 39 26
2018 25 - 25 - - - - - 23 - 10
2019 31 - 30 - - - - - 29 - 10

+ 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 August 2019 TEA | Analytics, Assessment, and Reporting | Performance Reporting