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
Analytic Tools TXschools.gov
Accountability Reports Federal Report Card School Report Card Snapshot Report Texas Academic Performance Report [TAPR] Texas Performance Reporting System [TPRS]

  Texas Education Agency  
2022 Identification of Schools for Improvement
HENRY W SORY EL (091906111) - SHERMAN ISD - GRAYSON COUNTY

2019 2020 2021 2022 2023 2024 2025

This campus is identified for comprehensive support and improvement.
The targeted support and improvement data table is provided for informational purposes.


Closing the Gaps scaled score for comprehensive support


  Bottom 5% CTG
Score Cut Point		 CTG
Score		 Overall Score
Cut Point		 Overall Score Identification
2018 47 73 - - -
2019 42 69 - - -
2022 63 56 66 59 CS

  To exit comprehensive support and improvement, a campus must not rank in their school type's bottom five percent of the Closing the Gaps domain for two consecutive years and have an overall scaled score that does not fall within the lowest percentile.
  Campuses identified as comprehensive support and improvement last year, but not evaluated on the Closing the Gaps domain this year are identified as progress.

Targeted Support and Improvement Information


  African
American		 Hispanic White American
Indian		 Asian Pacific
Islander		 Two or
More
Races		 Econ
Disadv		 EB/EL
(Current &
Monitored)+		 Special
Ed
(Current)
Count of Indicators Missed for Three Consecutive Years*
A student group that misses the targets in at least the same three indicators, for three consecutive years, is identified for targeted support and improvement.
  - 2 2 - - - - 1 1 0
Academic Achievement (Percent at Meets Grade Level or Above)
Reading Target 32% 37% 60% 43% 74% 45% 56% 33% 29% 19%
2018 36% 47% 59% - - - 48% 46% 44% 39%
2019 40% 46% 54% - - - - 46% 43% 37%
2022 - 32% 40% - - - - 36% 35% 24%
Mathematics Target 31% 40% 59% 45% 82% 50% 54% 36% 40% 23%
2018 28% 49% 59% - - - 52% 47% 49% 46%
2019 32% 48% 56% - - - - 45% 46% 39%
2022 - 26% 27% - - - - 24% 25% 22%
Growth (Academic Growth)
Reading Target 62 65 69 67 77 67 68 64 64 59
2018 - 55 72 - - - - 64 59 -
2019 - 59 59 - - - - 56 63 44
2022 - 61 63 - - - - 62 78 55
Mathematics Target 67 69 74 71 86 74 73 68 68 61
2018 - 66 74 - - - - 67 63 -
2019 - 48 76 - - - - 61 50 58
2022 - 59 46 - - - - 51 64 45
Student Success (Student Achievement Domain Score (STAAR Component Only))
Target 36 41 58 46 73 48 55 38 37 23
2018 38 50 57 - 34 - 48 47 48 38
2019 38 46 53 - - - 45 45 43 32
2022 42 33 36 - 46 - 25 33 34 22

+ Ever HS EB/ELs are included in the Federal Graduation Rate.
* Student groups must meet the minimum size requirements in order to be considered when evaluating for targeted support and improvement identification.

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