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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
School Year 2019-20 School Year 2020-21 School Year 2021-22
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  Texas Education Agency                     
2019 Identification of Schools for Improvement
J K HILEMAN EL (034907101) - QUEEN CITY ISD - CASS COUNTY

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 N - Y - - - - Y - -
Met 2019 Target Y - - N - - - - Y - -
Met 2019 Exit Criteria - Y - - - - - - - - -
Indicators Evaluated in 2019
Target 9% 9% 9% 9% 9% 9% 9% 9% 9% 9% 9%
% Indicators Met 20% - - 0% - - - - 40% - -
# Indicators Met 1 - - 0 - - - - 2 - -
# Indicators Evaluated 5 - - 5 - - - - 5 - -
Academic Achievement (Percent at Meets Grade Level
Reading Y - - N - - - - Y - -
Mathematics N - - N - - - - N - -
Growth (Academic Growth)
Reading N - - N - - - - N - -
Mathematics N - - N - - - - N - -
English Language Proficiency
- - - - - - - - - - -
STAAR Only
N N - N - - - - Y - N

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.
  1 - - 1 - - - - 1 - -
Academic Achievement (Percent at Meets Grade Level or Above)
Reading Target 44% 32% 37% 60% 43% 74% 45% 56% 33% 29% 19%
2017 59% - - 58% - - - - 46% - -
2018 61% - - 70% - - - - 44% - -
2019 52% - - 59% - - - - 47% - -
Mathematics Target 46% 31% 40% 59% 45% 82% 50% 54% 36% 40% 23%
2017 63% - - 63% - - - - 50% - -
2018 60% - - 70% - - - - 43% - -
2019 39% - - 45% - - - - 33% - -
Growth (Academic Growth)
Reading Target 66 62 65 69 67 77 67 68 64 64 59
2017 72 - - 70 - - - - 69 - -
2018 74 - - 76 - - - - 62 - -
2019 63 - - 66 - - - - 59 - -
Mathematics Target 71 67 69 74 71 86 74 73 68 68 61
2017 65 - - 65 - - - - 53 - -
2018 67 - - 73 - - - - 59 - -
2019 54 - - 60 - - - - 53 - -
Student Success (Student Achievement Domain Score (STAAR Component Only))
Target 47 36 41 58 46 73 48 55 38 37 23
2017 58 50 - 58 - - - - 48 - 37
2018 57 33 - 63 - - - - 44 - -
2019 46 26 - 51 - - - - 40 - 12

+ 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 | School Programs | Assessment and Reporting | Performance Reporting