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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
MISS MAY VERNON EL (199902106) - ROYSE CITY ISD - ROCKWALL COUNTY

2019 2020 2021 2022 2023 2024 2025

Calculation Report


indicator Total
Met		 Total
Evaluated		 % Met Weight Score
Academic Achievement 18 18 100% 30% 30.0
Growth Status 13 16 81% 50% 40.5
ELP Status 1 1 100% 10% 10.0
Student Success Status 10 11 91% 10% 9.1
Closing the Gaps Score 90

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 Yes Yes Yes Yes Yes Yes Yes Yes Yes
% at Meets GL Standard or Above 66% 54% 57% 74% - 82% - 64% 56% 61% 49% * 70% 61%
# at Meets GL Standard or Above 221 27 52 124 - 9 - 9 72 27 27 * 133 88
Total Tests (Adjusted) 333 50 91 167 - 11 - 14 128 44 55 * 189 144
Mathematics Target 46% 31% 40% 59% 45% 82% 50% 54% 36% 40% 23% 44% 47% 45%
Target Met Yes Yes Yes Yes Yes Yes Yes Yes Yes
% at Meets GL Standard or Above 59% 42% 48% 69% - 55% - 64% 49% 48% 31% * 66% 49%
# at Meets GL Standard or Above 195 21 44 115 - 6 - 9 63 21 17 * 124 71
Total Tests (Adjusted) 333 50 91 167 - 11 - 14 128 44 55 * 189 144
Total Indicators 18 18
Growth Status
ELA/Reading Target 66% 62% 65% 69% 67% 77% 67% 68% 64% 64% 59% 65% 66% 67%
Target Met Yes Yes Yes Yes Yes Yes Yes Yes
Academic Growth Score 85% 81% 78% 90% - 100% - 67% 82% 89% 77% * 85% 85%
Growth Points 169.5 26.0 43.0 89.5 - 7.0 - 4.0 63.0 20.5 24.5 * 93.5 76.0
Total Tests 199 32 55 99 - 7 - 6 77 23 32 * 110 89
Mathematics Target 71% 67% 69% 74% 71% 86% 74% 73% 68% 68% 61% 70% 71% 70%
Target Met Yes Yes No Yes Yes No No Yes
Academic Growth Score 74% 77% 68% 76% - 86% - 75% 76% 90% 59% * 68% 82%
Growth Points 148.0 24.5 38.0 75.0 - 6.0 - 4.5 59.0 21.5 19.0 * 74.5 73.5
Total Tests 200 32 56 99 - 7 - 6 78 24 32 * 110 90
Total Indicators 13 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 Yes
TELPAS Progress Rate 39%
TELPAS Progress 28
TELPAS Total 72
Total Indicators 1 1
Student Success Status
Target 47 36 41 58 46 73 48 55 38 37 23 43 48 45
Target Met Yes Yes Yes Yes No Yes Yes Yes Yes Yes Yes
STAAR Component Score 59 47 50 68 - 67 - 60 51 53 39 44 63 54
% at Approaches GL Standard or Above 84% 77% 77% 90% - 88% - 71% 77% 80% 60% 67% 86% 80%
% at Meets GL Standard or Above 60% 47% 48% 71% - 68% - 65% 51% 51% 39% 33% 66% 53%
% at Masters GL Standard 34% 18% 25% 43% - 44% - 45% 25% 27% 19% 33% 38% 29%
Total Tests 773 118 215 384 - 25 - 31 301 101 128 6 434 339
Total Indicators 10 11
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 98% 100% 98% 98% - 100% - 100% 97% 100% 96% 100% 98% 98%
# Participants 317 44 88 162 - 11 - 12 114 35 44 6 177 140
Total Tests 323 44 90 166 - 11 - 12 117 35 46 6 180 143
Mathematics
% Participation 98% 100% 98% 97% - 100% - 100% 97% 100% 96% 86% 98% 98%
# Participants 317 44 88 162 - 11 - 12 114 35 44 6 177 140
Total Tests 324 44 90 167 - 11 - 12 117 35 46 7 181 143
Participation 2021-22
Target 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95%
ELA/Reading
% Participation 100% 100% 100% 100% - 100% - 100% 100% 100% 100% 100% 100% 100%
# Participants 358 56 97 179 - 11 - 15 138 51 60 5 199 159
Total Tests 358 56 97 179 - 11 - 15 138 51 60 5 199 159
Mathematics
% Participation 100% 100% 100% 100% - 100% - 100% 100% 100% 100% 100% 100% 100%
# Participants 358 56 97 179 - 11 - 15 138 51 60 5 199 159
Total Tests 358 56 97 179 - 11 - 15 138 51 60 5 199 159

* 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