| Texas Education Agency | |||
| 2019-20 Other Postsecondary Indicators | |||
| GLENDA DAWSON H S (020908007) - PEARLAND ISD - BRAZORIA COUNTY | |||
| 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 | 2018-19 | 65.8% | 70.1% | 72.8% | 56.9% | 66.5% | 75.6% | * | 93.5% | * | 78.8% | 21.9% | 49.4% | 35.0% |
| 2017-18 | 65.0% | 72.9% | 77.8% | 61.9% | 72.6% | 82.8% | * | 95.9% | * | 82.1% | 21.8% | 62.4% | 31.3% | |
| English Language Arts | 2018-19 | 32.2% | 41.0% | 50.9% | 30.6% | 40.3% | 52.8% | * | 82.8% | * | 56.3% | 8.5% | 22.6% | 22.2% |
| 2017-18 | 31.6% | 41.8% | 52.6% | 29.8% | 37.5% | 60.6% | * | 85.4% | * | 53.6% | 5.3% | 26.7% | 12.5% | |
| Mathematics | 2018-19 | 42.2% | 51.0% | 52.8% | 31.4% | 38.4% | 58.0% | * | 84.1% | * | 60.0% | 9.2% | 24.4% | 11.8% |
| 2017-18 | 43.2% | 59.5% | 63.3% | 48.3% | 51.4% | 67.6% | * | 88.6% | * | 64.3% | 10.2% | 43.0% | 7.1% | |
| Science | 2018-19 | 44.2% | 48.9% | 53.9% | 37.5% | 43.3% | 54.6% | * | 84.1% | * | 48.4% | 10.3% | 30.8% | 11.8% |
| 2017-18 | 43.1% | 49.8% | 59.3% | 37.7% | 52.5% | 62.3% | * | 89.3% | * | 55.6% | 15.2% | 37.5% | 20.0% | |
| Social Studies | 2018-19 | 30.5% | 40.8% | 46.3% | 23.3% | 36.3% | 49.2% | * | 79.7% | * | 54.5% | 2.1% | 19.7% | 5.6% |
| 2017-18 | 30.1% | 41.0% | 47.5% | 23.5% | 34.5% | 54.7% | * | 84.0% | * | 42.9% | 0.0% | 18.0% | 0.0% | |
| Advanced/Dual-Credit Course Completion (Grades 9-12) | ||||||||||||||
| Any Subject | 2018-19 | 44.6% | 49.7% | 50.4% | 38.0% | 42.8% | 54.3% | * | 67.1% | * | 53.3% | 12.9% | 28.8% | 35.1% |
| 2017-18 | 43.4% | 50.6% | 52.6% | 35.6% | 49.6% | 56.5% | 33.3% | 72.7% | 50.0% | 48.6% | 10.4% | 35.3% | 33.3% | |
| English Language Arts | 2018-19 | 17.8% | 22.3% | 27.1% | 15.5% | 22.3% | 28.3% | * | 44.3% | * | 25.7% | 4.7% | 11.1% | 30.9% |
| 2017-18 | 17.3% | 22.1% | 26.8% | 14.0% | 20.3% | 30.7% | 0.0% | 45.1% | 16.7% | 23.0% | 2.6% | 12.8% | 25.6% | |
| Mathematics | 2018-19 | 20.4% | 25.4% | 29.0% | 15.8% | 19.0% | 31.4% | * | 51.7% | * | 27.8% | 3.6% | 11.5% | 3.9% |
| 2017-18 | 20.7% | 29.2% | 33.3% | 22.9% | 26.4% | 34.4% | * | 52.8% | 16.7% | 29.7% | 3.4% | 18.7% | 2.7% | |
| Science | 2018-19 | 21.7% | 24.5% | 28.5% | 18.6% | 21.7% | 28.6% | * | 48.0% | * | 21.9% | 4.3% | 14.5% | 3.8% |
| 2017-18 | 21.2% | 25.3% | 31.2% | 17.8% | 27.9% | 31.6% | 20.0% | 51.9% | 16.7% | 26.0% | 5.8% | 17.0% | 8.1% | |
| Social Studies | 2018-19 | 23.6% | 30.9% | 36.0% | 21.1% | 25.0% | 40.6% | * | 58.2% | * | 41.3% | 2.3% | 14.2% | 1.9% |
| 2017-18 | 22.8% | 30.7% | 36.6% | 17.5% | 29.3% | 41.6% | 16.7% | 62.8% | 0.0% | 32.4% | 0.5% | 14.6% | 0.0% | |
| CTE Coherent Sequence (Annual Graduates) | ||||||||||||||
| 2018-19 | 59.0% | 54.5% | 33.6% | 42.9% | 35.9% | 29.0% | * | 26.4% | * | 21.4% | 38.5% | 51.7% | 60.0% | |
| 2017-18 | 58.4% | 54.3% | 34.7% | 47.5% | 46.9% | 30.3% | * | 14.9% | * | 14.3% | 46.9% | 49.4% | 33.3% | |
| Graduates Enrolled in Texas Institution of Higher Education (TX IHE) | ||||||||||||||
| 2017-18 | 53.4% | 63.8% | 67.1% | 65.5% | 67.2% | 65.7% | * | 76.3% | * | 35.7% | 36.4% | 64.7% | 16.7% | |
| 2016-17 | 54.6% | 66.5% | 71.7% | 71.3% | 63.6% | 70.9% | * | 84.9% | - | 57.1% | 59.5% | 61.2% | 40.0% | |
| Graduates in TX IHE Completing One Year Without Enrollment in a Developmental Education Course | ||||||||||||||
| 2017-18 | 60.7% | 69.7% | 77.5% | 56.3% | 73.8% | 83.2% | * | 96.4% | - | * | 8.3% | 56.3% | * | |
| 2016-17 | 59.2% | 66.1% | 68.4% | 51.9% | 59.3% | 73.5% | * | 92.2% | - | 58.3% | 9.1% | 50.8% | * | |
| - | 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. |
| TEA | Analytics, Assessment, and Reporting | Performance Reporting | |||