STAAR Performance
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2021-22 Bilingual Education/English as a Second Language (Current EB Students/EL)
CLEAR CREEK INT (061908101) - SANGER ISD - DENTON COUNTY

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

Due to the cancellation of spring 2020 STAAR, 2022 and 2019 School progress and STAAR progress measure data are shown.

  School
Year		 State District Campus Total
Bilingual
Education		 BE-Trans
Early Exit		 BE-Trans
Late Exit		 BE-Dual
Two-Way		 BE-Dual
One-Way		 ALP
Bilingual
(Exception)		 Total
ESL		 ESL
Content-
Based		 ESL
Pull-Out		 ALP ESL
(Waiver)		 EB/EL
with
Parental
Denial		 Never
EB/EL		 Total
EB/EL
(Current)		 Monitored
&
Former
EB/EL
STAAR Performance Rate by Subject and Performance Level
All Grades All Subjects
At Approaches Grade Level or Above 2022 74% 80% 79% 66% - - - - 66% 65% 65% - - - 80% 66% 100%
2021 67% 73% 68% 43% - - - - 43% - - - - - 71% 43% 93%
At Meets Grade Level or Above 2022 48% 52% 50% 27% - - - - 27% 26% 26% - - - 52% 27% 68%
2021 41% 45% 37% 10% - - - - 10% - - - - - 41% 10% 57%
At Masters Grade Level 2022 23% 23% 24% 6% - - - - 6% 6% 6% - - - 26% 5% 39%
2021 18% 19% 16% 2% - - - - 2% - - - - - 18% 2% 29%
All Grades ELA/Reading
At Approaches Grade Level or Above 2022 75% 82% 83% 71% - - - - 71% 70% 70% - - - 84% 71% 100%
2021 68% 74% 71% 51% - - - - 51% - - - - - 74% 51% 93%
At Meets Grade Level or Above 2022 53% 59% 56% 31% - - - - 31% 30% 30% - - - 59% 32% 83%
2021 45% 50% 43% 14% - - - - 14% - - - - - 48% 14% 43%
At Masters Grade Level 2022 25% 27% 30% 6% - - - - 6% 5% 5% - - - 33% 5% 58%
2021 18% 19% 22% 2% - - - - 2% - - - - - 24% 2% 36%
All Grades Mathematics
At Approaches Grade Level or Above 2022 72% 79% 77% 71% - - - - 71% 70% 70% - - - 77% 71% 100%
2021 66% 72% 67% 47% - - - - 47% - - - - - 70% 47% 86%
At Meets Grade Level or Above 2022 42% 43% 43% 29% - - - - 29% 28% 28% - - - 44% 29% 58%
2021 37% 39% 37% 9% - - - - 9% - - - - - 39% 9% 71%
At Masters Grade Level 2022 20% 17% 20% 9% - - - - 9% 8% 8% - - - 21% 7% 25%
2021 18% 16% 18% 2% - - - - 2% - - - - - 19% 2% 36%
All Grades Science
At Approaches Grade Level or Above 2022 76% 81% 77% 22% - - - - 22% 22% 22% - - - 81% 22% 100%
2021 71% 76% 68% 29% - - - - 29% - - - - - 72% 29% 100%
At Meets Grade Level or Above 2022 47% 54% 50% 0% - - - - 0% 0% 0% - - - 55% 0% 57%
2021 44% 45% 32% 7% - - - - 7% - - - - - 33% 7% 71%
At Masters Grade Level 2022 21% 21% 21% 0% - - - - 0% 0% 0% - - - 22% 0% 29%
2021 20% 16% 9% 0% - - - - 0% - - - - - 9% 0% 29%
School Progress Domain - Academic Growth Score
All Grades Both Subjects 2022 74% 75% 83% 90% - - - - 90% 91% 91% - - - 82% 91% 84%
2019 69% 70% 75% - - - - -   78% 78% -   -   78%  
All Grades ELA/Reading 2022 78% 81% 86% 87% - - - - 87% 88% 88% - - - 85% 88% 95%
2019 68% 68% 65% - - - - -   69% 69% -   -   69%  
All Grades Mathematics 2022 69% 69% 80% 93% - - - - 93% 94% 94% - - - 79% 94% 73%
2019 70% 72% 85% - - - - -   87% 87% -   -   87%  
STAAR Progress Measure Percent at Expected or Accelerated Growth
All Grades All Subjects
At Expected or Accelerated level 2022 70% 70% 82% 89% - - - - 89% 90% 90% - - - 80% 90% 82%
2019 63% 63% 70% - - - - -   77% 77% -   -   77%  
At Accelerated level 2022 29% 27% 41% 41% - - - - 41% 40% 40% - - - 40% 38% 59%
2019 21% 20% 28% - - - - -   29% 29% -   -   29%  
All Grades ELA/Reading
At Expected or Accelerated level 2022 75% 78% 84% 87% - - - - 87% 88% 88% - - - 83% 88% 91%
2019 62% 62% 59% - - - - -   69% 69% -   -   69%  
At Accelerated level 2022 33% 35% 47% 39% - - - - 39% 38% 38% - - - 46% 36% 73%
2019 20% 18% 21% - - - - -   23% 23% -   -   23%  
All Grades Mathematics
At Expected or Accelerated level 2022 64% 62% 79% 91% - - - - 91% 92% 92% - - - 77% 92% 73%
2019 64% 65% 82% - - - - -   85% 85% -   -   85%  
At Accelerated level 2022 24% 19% 36% 43% - - - - 43% 42% 42% - - - 34% 40% 45%
2019 22% 23% 36% - - - - -   35% 35% -   -   35%  

* Indicates results are masked due to small numbers to protect student confidentiality.
- Indicates there are no students in the group.
  Blank cell indicates there are no data available in the group.

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