2018-19 Texas Performance Reporting System (TPRS)
STAAR Performance
STAAR Performance STAAR Performance - Additional Student Groups STAAR Performance (All Students) STAAR Performance (All Students) - Additional Student Groups STAAR School Progress Bilingual Education/English as a Second Language (Current EB Students/EL)
STAAR Participation
Attendance, Graduation, and Dropout Rates Graduation Profile
Postsecondary Readiness
College, Career, and Military Readiness (CCMR) CCMR-Related Indicators Other Postsecondary Indicators
Postsecondary Outcomes
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Student Information Staff Information
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Accountability Overall Summary Relative Performance History
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2024-25 Texas Academic Performance Report 2023-24 Texas Academic Performance Report 2022-23 Texas Academic Performance Report 2021-22 Texas Academic Performance Report 2020-21 Texas Academic Performance Report 2019-20 Texas Academic Performance Report 2018-19 Texas Academic Performance Report 2017-18 Texas Academic Performance Report
STAAR Performance STAAR Comparison School / District Comparison CCMR Academic Growth Graduation Correlate Industry-Based Certifications (IBC)
Assessment Research Portal Revenue and Expenditures 2024-25 School Report Card State Performance Plan Indicators
Accountability Reports Federal Report Card School Report Card Snapshot Report Texas Academic Performance Report [TAPR] Texas Performance Reporting System [TPRS]
 
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2018-19 Other Postsecondary Indicators
PAUL AND JANE MEYER PUBLIC H S (161802001) - RAPOPORT ACADEMY PUBLIC SCHOOL - MCLENNAN COUNTY

2018-19 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25 2025-26

  Academic
Year		 State District Campus African
American		 Hispanic White American
Indian		 Asian Pacific
Islander		 Two or
More
Races		 Special
Ed		 Econ
Disadv		 EB/EL
Advanced/Dual-Credit Course Completion (Grades 11-12)
Any Subject 2017-18 65.0% 86.1% 86.1% 66.7% 88.9% 90.6% - * - * 0.0% 81.6% *
2016-17 55.4% 81.9% 81.9% 66.7% 75.0% 93.8% - * - 80.0% * 74.2% *
English Language Arts 2017-18 31.6% 56.0% 56.0% 46.7% 37.0% 75.0% - * - * 0.0% 54.1% *
2016-17 30.9% 65.7% 65.7% 41.7% 55.6% 81.3% - * - 60.0% * 62.1% *
Mathematics 2017-18 43.2% 38.9% 38.9% 30.8% 10.5% 70.0% - - - * * 29.0% *
2016-17 42.6% 69.4% 69.4% 58.3% 68.8% 73.1% - * - 80.0% * 61.5% *
Science 2017-18 43.1% 79.1% 79.1% 60.0% 78.3% 88.5% - - - * * 73.5% *
2016-17 13.4% 7.0% 7.0% 0.0% 0.0% 16.7% - * - * * 10.0% *
Social Studies 2017-18 30.1% 52.6% 52.6% 33.3% 29.6% 77.4% - * - * 0.0% 42.1% *
2016-17 29.6% 57.7% 57.7% 41.7% 52.6% 65.6% - * - 60.0% * 45.2% *
Advanced/Dual-Credit Course Completion (Grades 9-12)
Any Subject 2017-18 43.4% 73.5% 73.5% 65.1% 71.4% 82.0% - * - 80.0% 18.8% 69.8% 57.1%
2016-17 37.1% 54.3% 54.3% 39.5% 42.9% 72.9% - * - 66.7% 0.0% 44.8% 0.0%
English Language Arts 2017-18 17.3% 50.9% 50.9% 48.8% 38.2% 68.9% - * - 60.0% 20.0% 47.8% 42.9%
2016-17 16.8% 34.2% 34.2% 15.8% 21.2% 54.2% - * - 50.0% 0.0% 27.4% 0.0%
Mathematics 2017-18 20.7% 15.2% 15.2% 10.5% 3.4% 36.8% - - - * 0.0% 10.5% 0.0%
2016-17 19.5% 29.5% 29.5% 18.4% 22.0% 38.5% - * - 66.7% 0.0% 21.0% 0.0%
Science 2017-18 21.2% 45.0% 45.0% 30.8% 40.3% 62.8% - - - 60.0% 0.0% 39.8% 33.3%
2016-17 5.7% 2.3% 2.3% 0.0% 0.0% 7.0% - * - 0.0% 0.0% 2.7% 0.0%
Social Studies 2017-18 22.8% 35.0% 35.0% 17.5% 23.2% 63.8% - * - 40.0% 0.0% 29.8% 0.0%
2016-17 21.8% 31.4% 31.4% 15.8% 20.8% 47.5% - * - 50.0% 0.0% 22.1% 0.0%
CTE Coherent Sequence (Annual Graduates)
2017-18 58.4% 18.9% 18.9% 16.7% 10.0% 23.5% - * - * * 13.3% *
2016-17 50.5% 6.3% 6.3% 20.0% 0.0% 0.0% - - - * - 0.0% -
Graduates Enrolled in Texas Institution of Higher Education (TX IHE)
2016-17 54.7% 87.9% 87.9% 88.9% 100.0% 80.0% - - - * * 89.5% -
2015-16 56.1% 61.3% 61.3% - - - - - - - - - -
Graduates in TX IHE Completing One Year Without Enrollment in a Developmental Education Course
2016-17 55.7% 81.5% 81.5% 71.4% 75.0% 100.0% - - - * * 73.3% -
2015-16 55.6% 66.7% 66.7% - - - - - - - - - -

- Indicates there are no students in the group.
* Indicates results are masked due to small numbers to protect student confidentiality.
? Indicates that the data for this item were statistically improbable or were reported outside a reasonable range.

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