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  
2023 Identification of Schools for Improvement
MARSHALL EARLY GRADUATION SCHOOL (102902006) - MARSHALL ISD - HARRISON COUNTY

2019 2020 2021 2022 2023 2024 2025

This is an Alternative Education Campus.


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


Comprehensive Support and Improvement Information


  Bottom 5% CTG
Score Cut Point		 CTG
Score		 Overall Score
Cut Point		 Overall Score Identification
2019 - n/a n/a -
2022 30 30 66 50 CS
2023 52 61 n/a n/a CS

  To exit comprehensive support and improvement, a campus must not rank in its school type's bottom five percent of the Closing the Gaps domain for two consecutive years and have Closing the Gaps domain scaled score by the end of the second year that is higher than when originally identified.
  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)		 Special
Ed
(Former)		 Continu
ously
Enrolled
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.
  - - - - - - - - - - - -
Academic Achievement Status: Reading/Language Arts (RLA)
2019 - - - - - - - - - -    
2022 4% - - - - - - 5% - -    
2023 2 0 0 - - - - 2 0 - - 1
Academic Achievement Status: Mathematics
2019 - - - - - - - - - -    
2022 - - - - - - - - - -    
2023 0 0 - - - - - 0 - - - 0
Academic Growth Status: RLA
2019 - - - - - - - - - -    
2022 - - - - - - - - - -    
2023 - - - - - - - 0 - - - 0
Academic Growth Status: Mathematics
2019 - - - - - - - - - -    
2022 - - - - - - - - - -    
2023 - - - - - - - - - - - -
School Quality (College, Career, and Military Readiness Performance)
2019 - - - - - - - - - -    
2022 18% - - - - - - 31% - -    
2023 0 0 0 - - - - 0 0 0 - 0
Progress in Achieving English Language Proficiency (EB/EL Current)
2019                        
2022                        
2023                 -      

+ 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 April 2025 TEA | Analytics, Assessment, and Reporting | Performance Reporting