| All Students |
African American |
Hispanic | White | American Indian |
Asian | Pacific Islander |
Two or More Races |
Econ Disadv |
EL (Current & Monitored)+ |
Special Ed (Current) |
Special Ed (Former) |
Continu- ously Enrolled |
Non- Continu- ously Enrolled |
Total Met |
Total Evaluated |
|
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Academic Achievement Status | ||||||||||||||||
| ELA/Reading Target | 44% | 32% | 37% | 60% | 43% | 74% | 45% | 56% | 33% | 29% | 19% | 36% | 46% | 42% | ||
| Target Met | Yes | Yes | Yes | No | No | Yes | No | No | Yes | No | ||||||
| % at Meets GL Standard or Above | 47% | 33% | 42% | 49% | - | - | - | 42% | 40% | 18% | 17% | 31% | 49% | 41% | ||
| # at Meets GL Standard or Above | 386 | 12 | 81 | 278 | - | - | - | 14 | 222 | 10 | 22 | 5 | 295 | 91 | ||
| Total Tests | 827 | 36 | 191 | 566 | - | - | - | 33 | 556 | 57 | 132 | 16 | 607 | 220 | ||
| Mathematics Target | 46% | 31% | 40% | 59% | 45% | 82% | 50% | 54% | 36% | 40% | 23% | 44% | 47% | 45% | ||
| Target Met | No | No | Yes | No | No | No | No | No | No | No | ||||||
| % at Meets GL Standard or Above | 43% | 29% | 42% | 44% | - | - | - | 37% | 35% | 27% | 21% | 36% | 44% | 38% | ||
| # at Meets GL Standard or Above | 302 | 9 | 71 | 210 | - | - | - | 11 | 175 | 14 | 26 | 5 | 230 | 72 | ||
| Total Tests | 709 | 31 | 171 | 476 | - | - | - | 30 | 500 | 51 | 123 | 14 | 521 | 188 | ||
| Total Indicators | 6 | 20 | ||||||||||||||
| Graduation Rate Status | ||||||||||||||||
| Target | 90% | 90% | 90% | 90% | 90% | 90% | 90% | 90% | 90% | 90% | 90% | n/a | n/a | n/a | ||
| Target Met | Yes (1) | Yes (1) | Yes (1) | |||||||||||||
| 2019 % Graduated | 97.8% | - | - | 98.4% | - | - | - | - | 100.0% | - | - | |||||
| 2020 % Graduated | 97.1% | * | 100.0% | 97.6% | - | - | - | * | 97.4% | * | 100.0% | |||||
| 2020 # Graduated | 99 | * | 12 | 80 | - | - | - | * | 38 | * | 8 | |||||
| 2020 Total in Class | 102 | * | 12 | 82 | - | - | - | * | 39 | * | 8 | |||||
| Total Indicators | 3 | 3 | ||||||||||||||
| English Language Proficiency Status | ||||||||||||||||
| Target | 36% | |||||||||||||||
| Target Met | No | |||||||||||||||
| TELPAS Progress Rate | 28% | |||||||||||||||
| TELPAS Progress | 9 | |||||||||||||||
| TELPAS Total | 32 | |||||||||||||||
| Total Indicators | 0 | 1 | ||||||||||||||
| Student Success Status | ||||||||||||||||
| Target | 47 | 36 | 41 | 58 | 46 | 73 | 48 | 55 | 38 | 37 | 23 | 43 | 48 | 45 | ||
| Target Met | No | No | Yes | No | No | Yes | No | No | No | No | No | |||||
| STAAR Component Score | 44 | 31 | 41 | 46 | - | - | * | 42 | 39 | 29 | 20 | 40 | 46 | 40 | ||
| % at Approaches GL Standard or Above | 72% | 59% | 69% | 74% | - | - | * | 68% | 67% | 59% | 38% | 77% | 74% | 68% | ||
| % at Meets GL Standard or Above | 43% | 27% | 40% | 45% | - | - | * | 40% | 36% | 23% | 18% | 30% | 45% | 38% | ||
| % at Masters GL Standard | 17% | 8% | 15% | 19% | - | - | * | 17% | 13% | 6% | 5% | 14% | 19% | 13% | ||
| Total Tests | 2,200 | 91 | 520 | 1,501 | - | - | * | ** | 1,477 | 141 | 357 | 44 | 1,616 | 584 | ||
| Total Indicators | 2 | 11 | ||||||||||||||
| School Quality Status | ||||||||||||||||
| Target | 47% | 31% | 41% | 58% | 42% | 76% | 39% | 53% | 39% | 30% | 27% | 43% | 50% | 31% | ||
| Target Met | Yes | No | Yes | Yes | ||||||||||||
| % Students Meeting CCMR | 51% | 40% | 38% | 55% | - | * | - | * | 43% | * | 29% | - | 52% | 48% | ||
| # Students Meeting CCMR | 51 | 2 | 5 | 42 | - | * | - | * | 17 | * | 2 | - | 41 | 10 | ||
| Total Students | 100 | 5 | 13 | 77 | - | * | - | * | 40 | * | 7 | - | 79 | 21 | ||
| Total Indicators | 3 | 4 | ||||||||||||||
| Participation 2018-19 | ||||||||||||||||
| Target | 95% | 95% | 95% | 95% | 95% | 95% | 95% | 95% | 95% | 95% | 95% | 95% | 95% | 95% | ||
| ELA/Reading | ||||||||||||||||
| % Participation | 99% | 100% | 100% | 99% | * | - | - | 93% | 99% | 100% | 99% | 100% | 99% | 99% | ||
| # Participants | 898 | 38 | 199 | 629 | * | - | - | ** | 531 | 56 | 133 | 17 | 651 | 247 | ||
| Total Tests | 905 | 38 | 199 | 634 | * | - | - | ** | 534 | 56 | 135 | 17 | 656 | 249 | ||
| Mathematics | ||||||||||||||||
| % Participation | 100% | 100% | 100% | 99% | * | - | - | 100% | 100% | 100% | 99% | 100% | 100% | 100% | ||
| # Participants | 746 | 30 | 155 | 531 | * | - | - | ** | 441 | 47 | 110 | 18 | 522 | 224 | ||
| Total Tests | 749 | 30 | 155 | 534 | * | - | - | ** | 442 | 47 | 111 | 18 | 524 | 225 | ||
| Participation 2020-21 | ||||||||||||||||
| Target | 95% | 95% | 95% | 95% | 95% | 95% | 95% | 95% | 95% | 95% | 95% | 95% | 95% | 95% | ||
| ELA/Reading | ||||||||||||||||
| % Participation | 99% | 100% | 99% | 99% | - | - | - | 100% | 99% | 100% | 98% | 100% | 100% | 98% | ||
| # Participants | 873 | 39 | 196 | 602 | - | - | - | 34 | 589 | 62 | 139 | 16 | 615 | 258 | ||
| Total Tests | 881 | 39 | 197 | 609 | - | - | - | 34 | 592 | 62 | 142 | 16 | 618 | 263 | ||
| Mathematics | ||||||||||||||||
| % Participation | 99% | 100% | 100% | 98% | - | - | - | 100% | 99% | 100% | 98% | 100% | 99% | 98% | ||
| # Participants | 750 | 33 | 175 | 509 | - | - | - | 31 | 530 | 55 | 129 | 14 | 526 | 224 | ||
| Total Tests | 759 | 33 | 175 | 518 | - | - | - | 31 | 534 | 55 | 131 | 14 | 531 | 228 | ||
| * | Indicates results are masked due to small numbers to protect student confidentiality. |
| ** | When only one racial / ethnic group is masked, then the second smallest racial / ethnic group is masked regardless of size. |
| + | Ever HS ELs are included in the Federal Graduation Rate. |
| Yes (1) | Indicates the student group met the four-year long-term graduation rate target of 94.0% and demonstrated improvement of at least 0.1% over the Class of 2015 statewide baseline rate. |
| Yes (2) | Indicates the student group met the four-year interim graduation rate target of 90.0% and demonstrated improvement of at least 0.1% over the prior year rate. |
| Yes (3) | Indicates the student group met its four-year graduation rate growth target. |
| - | Indicates there are no students in the group. |
| Released August 2021 | TEA | School Programs | Assessment and Reporting | Performance Reporting | ||