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
Analytic Tools TXschools.gov
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
MARSHALL DURHAM MIDDLE (061902056) - LEWISVILLE ISD - DENTON COUNTY

2019 2020 2021 2022 2023 2024 2025

This campus is a comprehensive support and improvement reidentified 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 36 F 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.
  5 5 4 4 - 5 - - 5 3 4
Academic Achievement (Percent at Meets Grade Level or Above)
Reading Target 44% 32% 37% 60% 43% 74% 45% 56% 33% 29% 19%
2017 35% 27% 31% 50% - 54% - 46% 26% 23% 12%
2018 37% 28% 36% 50% - 57% - 46% 28% 30% 19%
2019 34% 26% 36% 46% - 45% - - 29% 28% 16%
Mathematics Target 46% 31% 40% 59% 45% 82% 50% 54% 36% 40% 23%
2017 33% 21% 33% 45% - 58% - 45% 25% 32% 9%
2018 33% 24% 33% 39% - 59% - 43% 24% 28% 13%
2019 38% 30% 41% 48% - 48% - - 35% 35% 19%
Growth (Academic Growth)
Reading Target 66 62 65 69 67 77 67 68 64 64 59
2017 61 61 58 71 - 68 - 55 58 58 47
2018 61 59 61 65 - 72 - 50 57 67 46
2019 58 58 60 57 - 47 - - 57 56 47
Mathematics Target 71 67 69 74 71 86 74 73 68 68 61
2017 62 64 58 66 - 67 - 65 61 59 56
2018 58 56 57 60 - 70 - 57 54 58 47
2019 63 64 61 68 - 51 - - 61 60 44
Student Success (Student Achievement Domain Score (STAAR Component Only))
Target 47 36 41 58 46 73 48 55 38 37 23
2017 37 30 35 49 - 57 - 46 31 32 16
2018 37 31 36 42 - 57 - 47 31 32 15
2019 37 31 39 46 - 50 - 35 33 32 17

+ 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