2022 Accountability Reports
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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 Closing the Gaps
MACKENZIE MIDDLE (152901067) - LUBBOCK ISD - LUBBOCK COUNTY

2019 2020 2021 2022 2023 2024 2025 2026

Calculation Report


indicator Total
Met		 Total
Evaluated		 % Met Weight Score
Academic Achievement 2 18 11% 33% 3.7
Growth Status 1 16 6% 56% 3.3
Student Success Status 1 12 8% 11% 0.9
Closing the Gaps Score 8

Status and Data Table


  All
Students		 African
American		 Hispanic White American
Indian		 Asian Pacific
Islander		 Two or
More
Races		 Econ
Disadv		 EB/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 No No No No No No Yes No No
% at Meets GL Standard or Above 34% 23% 32% 53% * 70% * 33% 32% 28% 27% 45% 34% 33%
# at Meets GL Standard or Above 185 20 108 45 * 7 * 5 145 7 30 5 141 44
Total Tests (Adjusted) 542 87 342 85 * 10 * 15 453 25 112 11 409 133
Mathematics Target 46% 31% 40% 59% 45% 82% 50% 54% 36% 40% 23% 44% 47% 45%
Target Met No No No No No No Yes No No
% at Meets GL Standard or Above 19% 11% 15% 36% * 80% * 33% 18% 36% 29% 18% 20% 17%
# at Meets GL Standard or Above 105 10 51 31 * 8 * 5 82 9 33 2 83 22
Total Tests (Adjusted) 542 87 342 85 * 10 * 15 453 25 112 11 409 133
Total Indicators 2 18
Growth Status
ELA/Reading Target 66% 62% 65% 69% 67% 77% 67% 68% 64% 64% 59% 65% 66% 67%
Target Met No No No Yes No No No No
Academic Growth Score 62% 58% 61% 72% * 90% * 61% 61% 74% 55% 60% 63% 61%
Growth Points 323.5 47.5 202.0 56.5 * 9.0 * 8.5 265.5 17.0 59.0 6.0 253.5 70.0
Total Tests 519 82 331 79 * 10 * 14 435 23 108 10 404 115
Mathematics Target 71% 67% 69% 74% 71% 86% 74% 73% 68% 68% 61% 70% 71% 70%
Target Met No No No No No No No No
Academic Growth Score 54% 49% 54% 54% * 90% * 50% 52% 79% 57% 40% 54% 52%
Growth Points 279.0 40.5 178.0 43.0 * 9.0 * 7.0 224.5 19.0 62.5 4.0 220.0 59.0
Total Tests 520 82 331 80 * 10 * 14 435 24 109 10 406 114
Total Indicators 1 16
Graduation Rate Status
Target 90% 90% 90% 90% 90% 90% 90% 90% 90% 90% 90% n/a n/a n/a
Target Met
2020 % Graduated - - - - - - - - - - -
2021 % Graduated - - - - - - - - - - -
2021 # Graduated - - - - - - - - - - -
2021 Total in Class - - - - - - - - - - -
Total Indicators
English Language Proficiency Status
Target 36%
Target Met
TELPAS Progress Rate 43%
TELPAS Progress 9
TELPAS Total 21
Total Indicators
Student Success Status
Target 47 36 41 58 46 73 48 55 38 37 23 43 48 45
Target Met No No No No No No No No Yes No No No
STAAR Component Score 28 22 25 43 * 63 * 37 26 26 27 33 28 29
% at Approaches GL Standard or Above 51% 42% 47% 69% * 94% * 56% 48% 45% 38% 52% 51% 52%
% at Meets GL Standard or Above 24% 17% 20% 41% * 63% * 34% 22% 25% 28% 31% 24% 24%
% at Masters GL Standard 10% 6% 8% 18% * 31% * 20% 9% 9% 15% 17% 9% 12%
Total Tests 1,483 227 953 222 * 32 * 41 1,235 77 296 29 1,129 354
Total Indicators 1 12
School Quality Status
Target 47% 31% 41% 58% 42% 76% 39% 53% 39% 30% 27% 43% 50% 31%
Target Met
% Students Meeting CCMR - - - - - - - - - - - - - -
# Students Meeting CCMR - - - - - - - - - - - - - -
Total Students - - - - - - - - - - - - - -
Total Indicators
Participation 2020-21
Target 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95%
ELA/Reading
% Participation 97% 97% 98% 93% 88% 100% * 95% 97% 100% 100% 91% 98% 94%
# Participants 691 106 439 106 ** 12 * 20 537 33 115 10 496 195
Total Tests 714 109 449 114 ** 12 * 21 554 33 115 11 506 208
Mathematics
% Participation 97% 96% 98% 94% 88% 100% * 95% 97% 100% 100% 91% 98% 94%
# Participants 690 105 438 107 ** 12 * 20 535 31 115 10 496 194
Total Tests 712 109 447 114 ** 12 * 21 552 31 115 11 506 206
Participation 2021-22
Target 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95%
ELA/Reading
% Participation 100% 99% 100% 100% * 100% * 100% 100% 100% 100% 100% 100% 100%
# Participants 598 95 379 91 * 11 * 18 486 25 122 11 434 164
Total Tests 600 96 380 91 * 11 * 18 488 25 122 11 436 164
Mathematics
% Participation 100% 99% 99% 100% * 100% * 100% 99% 100% 100% 100% 100% 99%
# Participants 597 95 378 91 * 11 * 18 485 25 122 11 435 162
Total Tests 600 96 380 91 * 11 * 18 488 25 122 11 436 164

* 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 EB/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 2022 TEA | Analytics, Assessment, and Reporting | Performance Reporting