| Texas Education Agency | |||
| 2023 Identification of Schools for Improvement | |||
| KENNETH DAVIS EL (220908111) - MANSFIELD ISD - TARRANT COUNTY | |||
| Bottom 5% CTG Score Cut Point |
CTG Score |
Overall Score Cut Point |
Overall Score | Identification | |
|---|---|---|---|---|---|
| 2019 | 42 | 70 | n/a | n/a | - |
| 2022 | 63 | 77 | 66 | 78 | - |
| 2023 | 46 | 46 | 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. |
| 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. |
||||||||||||
| 0 | 0 | - | - | - | - | - | 0 | 0 | - | - | - | |
| Academic Achievement Status: Reading/Language Arts (RLA) | ||||||||||||
| 2019 | 36% | 40% | 48% | - | - | - | - | 37% | 40% | - | ||
| 2022 | 43% | 47% | - | - | - | - | - | 43% | 46% | - | ||
| 2023 | 3 | 0 | 3 | - | 3 | - | - | 3 | 3 | 2 | - | 3 |
| Academic Achievement Status: Mathematics | ||||||||||||
| 2019 | 47% | 40% | 62% | - | - | - | - | 50% | 57% | - | ||
| 2022 | 41% | 34% | - | - | - | - | - | 39% | 38% | - | ||
| 2023 | 0 | 0 | 0 | - | 1 | - | - | 0 | 0 | 2 | - | 0 |
| Academic Growth Status: RLA | ||||||||||||
| 2019 | 51% | - | - | - | - | - | - | 59% | - | - | ||
| 2022 | - | 71% | - | - | - | - | - | 74% | - | - | ||
| 2023 | 0 | 0 | 0 | - | - | - | - | 0 | 0 | 3 | - | 0 |
| Academic Growth Status: Mathematics | ||||||||||||
| 2019 | 69% | - | - | - | - | - | - | 66% | - | - | ||
| 2022 | - | 79% | - | - | - | - | - | 80% | - | - | ||
| 2023 | 0 | 0 | 0 | - | - | - | - | 0 | 0 | 0 | - | 0 |
| Student Success (Student Achievement Domain Score (STAAR Component Only)) | ||||||||||||
| 2019 | 42 | 42 | 54 | - | 46 | - | - | 44 | 48 | 12 | ||
| 2022 | 43 | 44 | 53 | - | 51 | - | - | 42 | 45 | 7 | ||
| 2023 | 0 | 0 | 0 | - | 2 | - | - | 0 | 0 | 3 | - | 0 |
| Progress in Achieving English Language Proficiency (EB/EL Current) | ||||||||||||
| 2019 | ||||||||||||
| 2022 | ||||||||||||
| 2023 | 0 | |||||||||||
| + | 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 | ||