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
STAAR Performance STAAR Comparison School / District Comparison CCMR Academic Growth Graduation Correlate
Accountability Reports Federal Report Card School Report Card Snapshot Report Texas Academic Performance Report [TAPR] Texas Performance Reporting System [TPRS]

  Texas Education Agency  
2022 STAAR Performance
CJ & ANNE HYMAN EL (057907111) - DUNCANVILLE ISD - DALLAS COUNTY

2019 2020 2021 2022 2023 2024 2025

Calculation Report


STAAR Performance Reading Mathematics Science Social
Studies		 Totals Percentages
Total Tests 150 150 - - 300
Approaches GL or Above 98 84 - - 182 61%
Meets GL or Above 64 43 - - 107 36%
Masters GL 24 21 - - 45 15%
Total Percentage Points 112%
Component Score 37

Data Table


  All
Students		 African
American		 Hispanic White American
Indian		 Asian Pacific
Islander		 Two or
More
Races		 Econ
Disadv		 EB/EL
(Current)		 EB/EL
(Current &
Monitored)		 Special
Ed
(Current)		 Special
Ed
(Former)		 Continu-
ously
Enrolled		 Non-
Continu-
ously
Enrolled
All Subjects
Percent of Tests
At Approaches GL Standard or Above 61% 60% 62% * - 61% - 50% 54% 54% 56% 33% 50% 64% 54%
At Meets GL Standard or Above 36% 33% 35% * - 50% - 33% 29% 32% 35% 22% 33% 38% 30%
At Masters GL Standard 15% 15% 14% * - 22% - 8% 11% 10% 14% 2% 17% 16% 14%
Number of Tests
At Approaches GL Standard or Above 182 83 80 * - 11 - ** 101 44 48 18 3 131 51
At Meets GL Standard or Above 107 46 46 * - 9 - ** 55 26 30 12 2 79 28
At Masters GL Standard 45 21 18 * - 4 - ** 20 8 12 1 1 32 13
Total Tests 300 138 130 * - 18 - ** 188 82 86 54 6 206 94
Participation
% participation 2020-21 93% 91% 98% * - 84% * 100% 93% 97% 98% 96% 100% 94% 92%
% participation 2021-22 100% 100% 100% * - 100% - 100% 100% 100% 100% 100% 100% 100% 100%
ELA/Reading
Percent of Tests
At Approaches GL Standard or Above 65% 70% 62% * - 67% - 50% 57% 54% 56% 33% * 69% 57%
At Meets GL Standard or Above 43% 42% 42% * - 44% - 50% 37% 37% 40% 22% * 46% 36%
At Masters GL Standard 16% 20% 14% * - 11% - 0% 12% 7% 12% 4% * 14% 21%
Number of Tests
At Approaches GL Standard or Above 98 48 40 * - 6 - ** 54 22 24 9 * 71 27
At Meets GL Standard or Above 64 29 27 * - 4 - ** 35 15 17 6 * 47 17
At Masters GL Standard 24 14 9 * - 1 - ** 11 3 5 1 * 14 10
Total Tests 150 69 65 * - 9 - ** 94 41 43 27 * 103 47
Participation
% participation 2020-21 95% 92% 99% * - 88% * 100% 94% 98% 98% 96% 100% 95% 94%
% participation 2021-22 100% 100% 100% * - 100% - 100% 100% 100% 100% 100% * 100% 100%
Mathematics
Percent of Tests
At Approaches GL Standard or Above 56% 51% 62% * - 56% - 50% 50% 54% 56% 33% * 58% 51%
At Meets GL Standard or Above 29% 25% 29% * - 56% - 17% 21% 27% 30% 22% * 31% 23%
At Masters GL Standard 14% 10% 14% * - 33% - 17% 10% 12% 16% 0% * 17% 6%
Number of Tests
At Approaches GL Standard or Above 84 35 40 * - 5 - ** 47 22 24 9 * 60 24
At Meets GL Standard or Above 43 17 19 * - 5 - ** 20 11 13 6 * 32 11
At Masters GL Standard 21 7 9 * - 3 - ** 9 5 7 0 * 18 3
Total Tests 150 69 65 * - 9 - ** 94 41 43 27 * 103 47
Participation
% participation 2020-21 95% 92% 99% * - 88% * 100% 94% 98% 98% 96% 100% 95% 94%
% participation 2021-22 100% 100% 100% * - 100% - 100% 100% 100% 100% 100% * 100% 100%

- Indicates there are no students in the group.
* 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.

     Released August 2022 TEA | Analytics, Assessment, and Reporting | Performance Reporting