| Texas Education Agency | |||
| 2020-21 Other Postsecondary Indicators | |||
| JAY H S (015915002) - NORTHSIDE ISD - BEXAR 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 | 2019-20 | 67.6% | 70.7% | 71.4% | 63.5% | 70.4% | 83.5% | - | 100.0% | * | 81.8% | 24.8% | 66.8% | 52.9% |
| 2018-19 | 65.8% | 66.6% | 64.6% | 56.3% | 63.0% | 80.6% | * | 90.0% | * | 90.0% | 20.3% | 59.7% | 42.9% | |
| English Language Arts | 2019-20 | 32.8% | 34.9% | 42.2% | 45.8% | 38.6% | 67.8% | - | 87.5% | * | 81.0% | 4.4% | 33.3% | 8.1% |
| 2018-19 | 32.2% | 33.9% | 36.7% | 34.9% | 33.5% | 59.8% | * | 70.0% | * | 80.0% | 6.0% | 28.4% | 5.4% | |
| Mathematics | 2019-20 | 42.9% | 51.7% | 55.4% | 47.4% | 54.0% | 70.5% | - | 87.5% | * | 66.7% | 12.9% | 50.8% | 38.1% |
| 2018-19 | 42.2% | 48.8% | 50.4% | 47.3% | 47.9% | 68.8% | * | 80.0% | * | 78.9% | 13.8% | 45.1% | 35.9% | |
| Science | 2019-20 | 46.0% | 40.6% | 47.9% | 52.5% | 45.0% | 66.3% | - | 100.0% | * | 80.0% | 12.0% | 40.7% | 15.5% |
| 2018-19 | 44.2% | 38.9% | 47.3% | 47.5% | 43.7% | 76.0% | * | 77.8% | * | 75.0% | 13.9% | 39.1% | 11.4% | |
| Social Studies | 2019-20 | 31.3% | 33.8% | 44.4% | 42.9% | 41.4% | 71.1% | - | 75.0% | * | 72.7% | 13.1% | 36.9% | 17.4% |
| 2018-19 | 30.5% | 31.8% | 41.5% | 43.8% | 37.7% | 71.9% | * | 80.0% | * | 75.0% | 7.9% | 32.1% | 6.7% | |
| Advanced/Dual-Credit Course Completion (Grades 9-12) | ||||||||||||||
| Any Subject | 2019-20 | 46.3% | 48.9% | 47.2% | 44.3% | 44.7% | 72.4% | * | 92.9% | 16.7% | 74.4% | 12.5% | 40.3% | 27.3% |
| 2018-19 | 44.6% | 44.4% | 41.5% | 39.0% | 39.6% | 56.8% | * | 82.4% | * | 67.4% | 9.7% | 36.5% | 27.8% | |
| English Language Arts | 2019-20 | 18.2% | 17.1% | 19.7% | 21.4% | 17.8% | 34.1% | * | 50.0% | 16.7% | 43.9% | 1.7% | 15.2% | 2.6% |
| 2018-19 | 17.8% | 16.8% | 17.8% | 19.3% | 16.2% | 29.1% | * | 43.8% | * | 34.8% | 2.5% | 13.9% | 1.9% | |
| Mathematics | 2019-20 | 20.7% | 24.0% | 26.0% | 21.8% | 25.0% | 36.7% | * | 50.0% | 16.7% | 39.0% | 4.7% | 23.0% | 13.0% |
| 2018-19 | 20.4% | 22.9% | 23.2% | 23.6% | 21.8% | 34.5% | * | 50.0% | * | 33.3% | 5.1% | 20.3% | 11.5% | |
| Science | 2019-20 | 22.4% | 20.0% | 23.1% | 25.4% | 21.1% | 38.8% | * | 57.1% | 16.7% | 45.0% | 4.5% | 18.7% | 5.3% |
| 2018-19 | 21.7% | 19.1% | 22.7% | 24.8% | 20.7% | 38.4% | * | 46.7% | * | 39.1% | 5.3% | 18.0% | 3.8% | |
| Social Studies | 2019-20 | 24.6% | 29.2% | 33.9% | 33.8% | 30.4% | 66.5% | * | 78.6% | 16.7% | 71.4% | 7.0% | 25.5% | 7.8% |
| 2018-19 | 23.6% | 25.2% | 27.7% | 31.4% | 24.8% | 50.8% | * | 75.0% | * | 52.2% | 4.0% | 20.6% | 2.8% | |
| CTE Coherent Sequence (Annual Graduates) | ||||||||||||||
| 2019-20 | 58.5% | 44.1% | 52.2% | 48.5% | 52.7% | 51.1% | - | * | - | 42.9% | 52.2% | 50.4% | 43.2% | |
| 2018-19 | 59.0% | 44.2% | 59.3% | 38.7% | 61.3% | 55.1% | * | 80.0% | * | 45.5% | 60.0% | 58.3% | 56.7% | |
| Graduates Enrolled in Texas Institution of Higher Education (TX IHE) | ||||||||||||||
| 2018-19 | 52.6% | 57.6% | 51.0% | 54.8% | 50.2% | 53.1% | * | 80.0% | * | 54.5% | 32.3% | 43.2% | 26.7% | |
| 2017-18 | 53.4% | 57.3% | 49.7% | 51.9% | 48.3% | 55.9% | - | 80.0% | * | 62.5% | 19.4% | 44.4% | 45.5% | |
| Graduates in TX IHE Completing One Year Without Enrollment in a Developmental Education Course | ||||||||||||||
| 2018-19 | 42.2% | 74.6% | 76.7% | * | 75.0% | 91.7% | - | - | - | * | * | 77.8% | - | |
| 2017-18 | 60.7% | 60.3% | 47.2% | 50.0% | 39.9% | 83.3% | - | * | * | 100.0% | 9.1% | 33.5% | 10.0% | |
| - | 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 | |||