2019 Accountability Reports
Accountability Rating Overall Summary A-F Accountability Campus 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
HEATHER GLEN EL (057909124) - GARLAND ISD - DALLAS COUNTY

2019 2020 2021 2022 2023 2024 2025 2026

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 45 I+ CS
2019 42 74 C 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 3 1 - - - - - 1 0 -
Academic Achievement (Percent at Meets Grade Level or Above)
Reading Target 44% 32% 37% 60% 43% 74% 45% 56% 33% 29% 19%
2017 34% 19% 36% - - - - - 32% 35% -
2018 27% 10% 29% - - - - - 24% 26% -
2019 35% 21% 38% - - - - - 34% 40% -
Mathematics Target 46% 31% 40% 59% 45% 82% 50% 54% 36% 40% 23%
2017 34% 21% 37% - - - - - 32% 36% -
2018 32% 17% 34% - - - - - 31% 36% -
2019 43% 18% 46% - - - - - 42% 48% -
Growth (Academic Growth)
Reading Target 66 62 65 69 67 77 67 68 64 64 59
2017 62 52 66 - - - - - 64 71 -
2018 63 58 63 - - - - - 64 71 -
2019 76 88 74 - - - - - 76 75 -
Mathematics Target 71 67 69 74 71 86 74 73 68 68 61
2017 70 64 69 - - - - - 68 66 -
2018 50 32 53 - - - - - 50 54 -
2019 81 88 80 - - - - - 79 79 -
Student Success (Student Achievement Domain Score (STAAR Component Only))
Target 47 36 41 58 46 73 48 55 38 37 23
2017 36 23 39 42 - - - - 35 38 -
2018 32 23 33 43 - - - - 31 33 11
2019 36 23 39 31 - - - - 35 40 9

+ 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