Texas Education Agency  
2019 Federal Report Card
JASPER H S (043910009) - PLANO ISD - COLLIN COUNTY

Part (i): A clear and concise description of the State’s accountability system under subsection (c), including--

Part (i)(I) the minimum number of students that the State determines are necessary to be included in each of the subgroups of students, as defined in subsection (c)(2), for use in the accountability system; The Texas accountability minimum size criteria are 25 tests for assessment related indicators or 25 students for non-assessment related indicators, such as graduation, for any student group, and 10 tests or students for the all student group.
Part (i)(II) the long-term goals and measurements of interim progress for all students and for each of the subgroups of students, as defined in subsection (c)(2)

State ESSA Goals
  All
Students		 African
American		 Hispanic White American
Indian		 Asian Pacific
Islander		 Two or
More
Races		 Econ
Disadv		 Special
Educ		 EL
(Current
&
Former)
Academic Performance (At Meets Grade Level or Above)
Reading/ELA Baseline 2016-17 Rates 44% 32% 37% 60% 43% 74% 45% 56% 33% 19% 29%
2017-18 through 2021-22 44% 32% 37% 60% 43% 74% 45% 56% 33% 19% 29%
2022-23 through 2026-27 52% 42% 46% 66% 51% 78% 53% 62% 43% 31% 39%
2027-28 through 2031-32 62% 54% 58% 73% 62% 82% 63% 70% 55% 45% 52%
2032-33 72% 66% 69% 80% 72% 87% 73% 78% 67% 60% 65%
Mathematics Baseline 2016-17 Rates 46% 31% 40% 59% 45% 82% 50% 54% 36% 23% 40%
2017-18 through 2021-22 46% 31% 40% 59% 45% 82% 50% 54% 36% 23% 40%
2022-23 through 2026-27 54% 41% 49% 65% 53% 85% 57% 61% 45% 34% 49%
2027-28 through 2031-32 63% 54% 59% 73% 63% 88% 66% 69% 57% 48% 59%
2032-33 73% 66% 70% 80% 73% 91% 75% 77% 68% 62% 70%
EL Progress
Baseline 2016-17 Rates                     41%
2017-18 through 2021-22                     36%
2022-23 through 2026-27                     38%
2027-28 through 2031-32                     40%
Graduation Rate: 4-Year Longitudinal Rate Δ
Baseline 2016-17 Rates 89% 85% 87% 93% 86% 95% 89% 92% 86% 78% 72%
2017-18 through 2021-22 90% 90% 90% 90% 90% 90% 90% 90% 90% 90% 90%
2022-23 through 2026-27 92% 92% 92% 92% 92% 92% 92% 92% 92% 92% 92%
2027-28 through 2031-32 94% 94% 94% 94% 94% 94% 94% 94% 94% 94% 94%

Δ Student groups that are at or above 90% are required to exceed that rate by at least a tenth of a percent in the following year(s).

Part (i)(III) the indicators described in subsection (c)(4)(B) used to meaningfully differentiate all public schools in the State;
a. Academic Achievement Indicator: STAAR Performance Status (Percent at Meets Grade Level or Above
b. Other Academic Indicator for Non-High Schools: STAAR Growth Status
c. Graduation Rate: Federal Graduation Status
d. ELP Indicator: English Learner Language Proficiency Status
e. School Quality or Student Success (SQSS) Indicators: College, Career, and Military Readiness for High Schools and K-12 Student Achievement Domain Score: STAAR only for All Other Schools without Annual Graduates

Part (i)(IV) the State’s system for meaningfully differentiating all public schools in the State, including—;
(aa) the specific weight of the indicators described in subsection (c)(4)(B) in such differentiation;

Campus Type Indicator Weight
Elementary and Middle Schools Academic Achievement 30%
Other Academic Indicator 50%
English Learner Language Proficiency 10%
SQSS: Student Achievement Domain Score 10%
High Schools and K-12 Academic Achievement 50%
4-Year Graduation Rate 10%
English Learner Language Proficiency 10%
SQSS: College, Career, and Military Readiness 30%

(bb) the methodology by which the State differentiates all such schools; A weighted average of the accountability indicators will be computed from the number of items meeting targets divided by the number of items evaluated. The weighted average will be scaled to grades A (90-100), B (80-89), C (70-79), D (60-69), and F (0-59) and further used to differentiate all public schools.
(cc) the methodology by which the State differentiates a school as consistently underperforming for any subgroup of students described in section (c)(4)(C)(iii), including the time period used by the State to determine consistent underperformance; and TEA uses the Closing the Gaps domain to identify campuses that have consistently underperforming student groups. A student group that misses the targets in at least the same three indicators, for three consecutive years, is considered consistently underperforming. Any campus not identified for comprehensive support and improvement that has at least one consistently underperforming student group is identified for targeted support and improvement. Campuses are evaluated annually for identification.
(dd) the methodology by which the State identifies a school for comprehensive support and improvement as required under subsection (c)(4)(D)(i); The Closing the Gaps domain scaled score is used to identify schools for comprehensive support and improvement. TEA rank orders the scaled domain score for all campuses. The lowest five percent of campuses that receive Title I, Part A funds are identified for comprehensive support and improvement. Additionally, if any Title I or non-Title I campus does not attain a 67 percent four-year federal graduation rate for the all students group, the campus is identified for comprehensive support and improvement. Non-Title I campuses are not eligible for comprehensive support grant funding. Any Title I campus identified for targeted support and improvement for three consecutive years for the same student group(s) is identified for comprehensive support and improvement the following school year.
Part (i)(V) the number and names of all public schools in the State identified by the State for comprehensive support and improvement under subsection (c)(4)(D)(i) or implementing targeted support and improvement plans under subsection (d)(2); and Comprehensive Support and Improvement Schools , Targeted Support and Improvement Schools and Additional Targeted Support Schools list those campuses that have been identified for comprehensive support and improvement, targeted support and improvement and additional targeted support based on performance in the Closing the Gaps domain (Excel file).
Part (i)(VI) the exit criteria established by the State as required under clause (i) of subsection (d)(3)(A), including the length of years established under clause (i)(II) of such subsection. Campuses that do not rank in the bottom five percent of the Closing the Gaps domain for two consecutive years and have increased a letter grade (for example, from F to D or from D to C) on the Closing the Gaps domain are considered as having successfully exited comprehensive support and improvement status. Campuses identified as comprehensive support and improvement based solely on a graduation rate below 67 percent must have a four-year federal graduation rate of at least 67 percent for two consecutive years to exit comprehensive support and improvement status. To exit additional targeted support status, the student group(s) that triggered the additional targeted support status must meet the targets for the Academic Achievement component in both reading and mathematics.

Part (ii): Student Achievement by Proficiency Level

This section provides information on student achievement on the STAAR (State of Texas Assessments of Academic Readiness) performance for mathematics, reading/ELA, and science by grade level and proficiency level for the 2018-19 school year. These results include all students tested, regardless of whether they were in the accountability subset. (CWD: children with disability; CWOD: children without disability; EL: English learner)

  State District Campus African
American		 Hispanic White American
Indian		 Asian Pacific
Islander		 Two or
More
Races		 Econ
Disadv		 Non
Econ
Disadv		 CWD CWOD EL Male Female Migrant Homeless Foster
Care		 Military
STAAR Percent at Approaches Grade Level or Above
End of Course
English I All Students 66% 79% 93% 79% 81% 96% - 96% * 93% 75% 96% 43% 97% 62% 90% 96% - * - -
CWD 27% 35% 43% 27% 8% 67% - 50% - * 25% 53% 43% - 20% 41% 47% - - - -
CWOD 71% 86% 97% 89% 94% 99% - 98% * 96% 88% 98% - 97% 74% 96% 98% - * - -
EL 34% 33% 62% * 54% 69% - 63% - - 50% 69% 20% 74% 62% 67% 56% - - - -
Male 60% 74% 90% 67% 76% 95% - 95% - 92% 67% 94% 41% 96% 67% 90% - - * - -
Female 73% 86% 96% 91% 87% 97% - 97% * 93% 86% 97% 47% 98% 56% - 96% - * - -
English II All Students 67% 81% 92% 77% 87% 91% - 97% - 91% 81% 94% 38% 96% 48% 90% 95% - * - -
CWD 27% 35% 38% 11% 43% 40% - 50% - * 27% 44% 38% - * 32% 47% - * - -
CWOD 72% 85% 96% 91% 92% 95% - 98% - 94% 91% 96% - 96% 55% 94% 97% - - - -
EL 30% 33% 48% * 43% 80% - 40% - - 44% 50% * 55% 48% 47% 50% - - - -
Male 62% 76% 90% 65% 86% 87% - 95% - 94% 73% 92% 32% 94% 47% 90% - - * - -
Female 73% 86% 95% 87% 87% 96% - 98% - 88% 89% 96% 47% 97% 50% - 95% - - - -
Algebra I All Students 83% 87% 89% 73% 89% 93% - 97% - 75% 76% 93% 55% 97% 92% 85% 94% - * - -
CWD 52% 51% 55% 9% 50% 75% - 75% - * 39% 63% 55% - 67% 51% 63% - - - -
CWOD 87% 92% 97% 92% 98% 97% - 100% - 89% 89% 99% - 97% 100% 96% 98% - * - -
EL 73% 66% 92% * 83% 100% - 100% - - 86% 96% 67% 100% 92% 91% 94% - - - -
Male 79% 84% 85% 54% 87% 92% - 93% - 80% 64% 92% 51% 96% 91% 85% - - * - -
Female 88% 92% 94% 92% 91% 95% - 100% - 71% 91% 95% 63% 98% 94% - 94% - * - -
Biology All Students 87% 92% 99% 97% 97% 99% - 100% * 100% 94% 100% 90% 99% 95% 98% 100% - * - -
CWD 60% 64% 90% 71% 67% 100% - * - * 73% 100% 90% - 100% 84% 100% - * - -
CWOD 90% 95% 99% 100% 98% 99% - 100% * 100% 96% 100% - 99% 94% 99% 100% - * - -
EL 68% 67% 95% * 92% 91% - 100% - - 93% 96% 100% 94% 95% 95% 95% - - - -
Male 84% 90% 98% 93% 94% 99% - 99% - 100% 88% 100% 84% 99% 95% 98% - - * - -
Female 90% 94% 100% 100% 100% 99% - 100% * 100% 100% 100% 100% 100% 95% - 100% - * - -
STAAR Percent at Meets Grade Level or Above
End of Course
English I All Students 48% 68% 89% 75% 73% 91% - 94% * 85% 62% 93% 27% 94% 42% 84% 94% - * - -
CWD 15% 19% 27% 9% 0% 48% - 40% - * 5% 39% 27% - 0% 28% 24% - - - -
CWOD 53% 74% 94% 88% 86% 95% - 96% * 92% 76% 96% - 94% 54% 90% 97% - * - -
EL 14% 16% 42% * 23% 54% - 44% - - 25% 52% 0% 54% 42% 41% 44% - - - -
Male 42% 60% 84% 58% 65% 88% - 92% - 85% 48% 90% 28% 90% 41% 84% - - * - -
Female 56% 76% 94% 91% 84% 94% - 96% * 86% 80% 96% 24% 97% 44% - 94% - * - -
English II All Students 48% 68% 87% 64% 75% 84% - 94% - 88% 66% 90% 18% 91% 39% 84% 90% - * - -
CWD 16% 21% 18% 0% 14% 13% - 33% - * 7% 24% 18% - * 16% 20% - * - -
CWOD 52% 73% 91% 77% 82% 90% - 95% - 90% 77% 93% - 91% 45% 89% 93% - - - -
EL 11% 14% 39% * 29% 80% - 30% - - 33% 43% * 45% 39% 35% 50% - - - -
Male 42% 62% 84% 52% 69% 79% - 93% - 88% 61% 87% 16% 89% 35% 84% - - * - -
Female 55% 74% 90% 73% 81% 89% - 95% - 88% 71% 93% 20% 93% 50% - 90% - - - -
Algebra I All Students 59% 68% 66% 48% 53% 70% - 85% - 67% 41% 74% 30% 74% 67% 57% 76% - * - -
CWD 24% 24% 30% 9% 8% 40% - 75% - * 6% 43% 30% - 44% 27% 38% - - - -
CWOD 63% 74% 74% 59% 64% 76% - 87% - 89% 53% 80% - 74% 73% 67% 80% - * - -
EL 40% 31% 67% * 42% 70% - 87% - - 36% 84% 44% 73% 67% 68% 65% - - - -
Male 53% 63% 57% 38% 48% 59% - 75% - 80% 28% 67% 27% 67% 68% 57% - - * - -
Female 65% 73% 76% 58% 59% 81% - 94% - 57% 56% 81% 38% 80% 65% - 76% - * - -
Biology All Students 60% 73% 93% 74% 83% 95% - 99% * 84% 72% 97% 31% 96% 63% 91% 95% - * - -
CWD 24% 24% 31% 0% 17% 55% - * - * 20% 40% 31% - 0% 32% 30% - * - -
CWOD 64% 79% 96% 83% 88% 97% - 99% * 91% 80% 98% - 96% 76% 95% 97% - * - -
EL 24% 23% 63% * 38% 73% - 79% - - 47% 73% 0% 76% 63% 64% 63% - - - -
Male 58% 70% 91% 63% 78% 93% - 98% - 91% 61% 96% 32% 95% 64% 91% - - * - -
Female 62% 76% 95% 82% 88% 96% - 99% * 79% 83% 97% 30% 97% 63% - 95% - * - -
STAAR Percent at Masters Grade Level
End of Course
English I All Students 10% 27% 47% 22% 22% 33% - 67% * 56% 22% 51% 7% 51% 4% 36% 58% - * - -
CWD 3% 4% 7% 0% 0% 10% - 20% - * 0% 11% 7% - 0% 5% 12% - - - -
CWOD 11% 30% 51% 27% 26% 35% - 69% * 60% 27% 54% - 51% 6% 40% 60% - * - -
EL 1% 1% 4% * 8% 0% - 6% - - 0% 7% 0% 6% 4% 7% 0% - - - -
Male 7% 20% 36% 9% 15% 25% - 56% - 46% 12% 41% 5% 40% 7% 36% - - * - -
Female 14% 34% 58% 35% 32% 41% - 76% * 64% 34% 61% 12% 60% 0% - 58% - * - -
English II All Students 8% 20% 37% 8% 18% 23% - 55% - 24% 15% 40% 3% 39% 0% 33% 41% - * - -
CWD 4% 3% 3% 0% 0% 0% - 17% - * 0% 4% 3% - * 0% 7% - * - -
CWOD 8% 21% 39% 9% 20% 25% - 55% - 26% 18% 42% - 39% 0% 36% 42% - - - -
EL 0% 1% 0% * 0% 0% - 0% - - 0% 0% * 0% 0% 0% 0% - - - -
Male 6% 15% 33% 4% 19% 18% - 51% - 12% 10% 37% 0% 36% 0% 33% - - * - -
Female 10% 25% 41% 10% 16% 28% - 58% - 35% 20% 44% 7% 42% 0% - 41% - - - -
Algebra I All Students 36% 50% 32% 17% 15% 37% - 53% - 25% 15% 38% 4% 39% 31% 23% 41% - * - -
CWD 9% 10% 4% 0% 0% 5% - 13% - * 0% 6% 4% - 11% 3% 6% - - - -
CWOD 39% 56% 39% 22% 19% 43% - 60% - 33% 21% 44% - 39% 37% 30% 46% - * - -
EL 19% 17% 31% * 0% 30% - 53% - - 14% 40% 11% 37% 31% 18% 47% - - - -
Male 31% 46% 23% 13% 10% 28% - 39% - 20% 5% 30% 3% 30% 18% 23% - - * - -
Female 40% 55% 41% 21% 23% 45% - 66% - 29% 28% 45% 6% 46% 47% - 41% - * - -
Biology All Students 24% 40% 68% 41% 48% 58% - 83% * 72% 39% 72% 14% 70% 27% 65% 70% - * - -
CWD 6% 5% 14% 0% 0% 18% - * - * 0% 27% 14% - 0% 16% 10% - * - -
CWOD 26% 44% 70% 46% 52% 60% - 83% * 78% 46% 73% - 70% 32% 68% 71% - * - -
EL 4% 5% 27% * 23% 36% - 21% - - 27% 27% 0% 32% 27% 27% 26% - - - -
Male 24% 38% 65% 33% 47% 56% - 80% - 91% 35% 71% 16% 68% 27% 65% - - * - -
Female 25% 42% 70% 47% 48% 59% - 85% * 57% 43% 73% 10% 71% 26% - 70% - * - -
STAAR Percent at Approaches Grade Level or Above
All Grades
All Subjects All Students 77% 85% 94% 82% 88% 95% - 98% * 92% 82% 96% 53% 97% 77% 91% 97% - 57% - -
CWD 46% 52% 53% 26% 40% 69% - 64% - 60% 40% 60% 53% - 52% 49% 60% - * - -
CWOD 81% 90% 97% 93% 95% 98% - 98% * 95% 91% 98% - 97% 83% 96% 98% - 60% - -
EL 62% 63% 77% 67% 71% 85% - 78% - - 70% 81% 52% 83% 77% 76% 78% - - - -
Male 74% 83% 91% 70% 85% 93% - 96% - 93% 73% 95% 49% 96% 76% 91% - - * - -
Female 80% 87% 97% 93% 91% 97% - 99% * 90% 92% 97% 60% 98% 78% - 97% - * - -
Reading All Students 73% 84% 93% 78% 83% 94% - 97% * 92% 78% 95% 41% 96% 57% 90% 95% - * - -
CWD 39% 48% 41% 20% 21% 56% - 50% - 60% 26% 49% 41% - 15% 38% 47% - * - -
CWOD 78% 88% 96% 90% 93% 97% - 98% * 95% 89% 97% - 96% 67% 95% 98% - * - -
EL 54% 56% 57% * 50% 72% - 54% - - 48% 63% 15% 67% 57% 59% 54% - - - -
Male 69% 80% 90% 66% 80% 91% - 95% - 93% 70% 93% 38% 95% 59% 90% - - * - -
Female 78% 87% 95% 89% 87% 97% - 98% * 90% 88% 97% 47% 98% 54% - 95% - * - -
Mathematics All Students 81% 87% 89% 73% 89% 93% - 97% - 75% 76% 93% 55% 97% 92% 85% 94% - * - -
CWD 53% 57% 55% 9% 50% 75% - 75% - * 39% 63% 55% - 67% 51% 63% - - - -
CWOD 84% 91% 97% 92% 98% 97% - 100% - 89% 89% 99% - 97% 100% 96% 98% - * - -
EL 72% 73% 92% * 83% 100% - 100% - - 86% 96% 67% 100% 92% 91% 94% - - - -
Male 79% 86% 85% 54% 87% 92% - 93% - 80% 64% 92% 51% 96% 91% 85% - - * - -
Female 82% 88% 94% 92% 91% 95% - 100% - 71% 91% 95% 63% 98% 94% - 94% - * - -
Science All Students 80% 86% 99% 97% 97% 99% - 100% * 100% 94% 100% 90% 99% 95% 98% 100% - * - -
CWD 51% 52% 90% 71% 67% 100% - * - * 73% 100% 90% - 100% 84% 100% - * - -
CWOD 84% 90% 99% 100% 98% 99% - 100% * 100% 96% 100% - 99% 94% 99% 100% - * - -
EL 61% 59% 95% * 92% 91% - 100% - - 93% 96% 100% 94% 95% 95% 95% - - - -
Male 79% 85% 98% 93% 94% 99% - 99% - 100% 88% 100% 84% 99% 95% 98% - - * - -
Female 81% 87% 100% 100% 100% 99% - 100% * 100% 100% 100% 100% 100% 95% - 100% - * - -
STAAR Percent at Meets Grade Level or Above
All Grades
All Subjects All Students 49% 64% 87% 66% 72% 87% - 95% * 84% 61% 91% 26% 92% 54% 82% 91% - 29% - -
CWD 24% 28% 26% 5% 9% 39% - 50% - 20% 9% 37% 26% - 14% 26% 28% - * - -
CWOD 52% 69% 92% 79% 81% 91% - 96% * 91% 73% 94% - 92% 64% 89% 94% - 20% - -
EL 29% 30% 54% 56% 33% 67% - 62% - - 35% 65% 14% 64% 54% 52% 57% - - - -
Male 47% 62% 82% 53% 66% 82% - 93% - 87% 51% 89% 26% 89% 52% 82% - - * - -
Female 52% 66% 91% 78% 79% 91% - 97% * 81% 74% 94% 28% 94% 57% - 91% - * - -
Reading All Students 47% 63% 88% 70% 74% 88% - 94% * 87% 64% 92% 23% 93% 41% 84% 92% - * - -
CWD 21% 26% 23% 5% 5% 33% - 38% - 40% 6% 33% 23% - 0% 23% 22% - * - -
CWOD 50% 68% 93% 83% 84% 93% - 96% * 91% 76% 95% - 93% 51% 90% 95% - * - -
EL 23% 24% 41% * 25% 61% - 38% - - 28% 49% 0% 51% 41% 39% 46% - - - -
Male 43% 59% 84% 55% 67% 84% - 92% - 87% 54% 89% 23% 90% 39% 84% - - * - -
Female 51% 68% 92% 83% 82% 92% - 96% * 87% 75% 94% 22% 95% 46% - 92% - * - -
Mathematics All Students 51% 65% 66% 48% 53% 70% - 85% - 67% 41% 74% 30% 74% 67% 57% 76% - * - -
CWD 26% 31% 30% 9% 8% 40% - 75% - * 6% 43% 30% - 44% 27% 38% - - - -
CWOD 54% 70% 74% 59% 64% 76% - 87% - 89% 53% 80% - 74% 73% 67% 80% - * - -
EL 37% 39% 67% * 42% 70% - 87% - - 36% 84% 44% 73% 67% 68% 65% - - - -
Male 50% 64% 57% 38% 48% 59% - 75% - 80% 28% 67% 27% 67% 68% 57% - - * - -
Female 51% 65% 76% 58% 59% 81% - 94% - 57% 56% 81% 38% 80% 65% - 76% - * - -
Science All Students 53% 65% 93% 74% 83% 95% - 99% * 84% 72% 97% 31% 96% 63% 91% 95% - * - -
CWD 25% 26% 31% 0% 17% 55% - * - * 20% 40% 31% - 0% 32% 30% - * - -
CWOD 56% 70% 96% 83% 88% 97% - 99% * 91% 80% 98% - 96% 76% 95% 97% - * - -
EL 26% 24% 63% * 38% 73% - 79% - - 47% 73% 0% 76% 63% 64% 63% - - - -
Male 53% 64% 91% 63% 78% 93% - 98% - 91% 61% 96% 32% 95% 64% 91% - - * - -
Female 53% 65% 95% 82% 88% 96% - 99% * 79% 83% 97% 30% 97% 63% - 95% - * - -
STAAR Percent at Masters Grade Level
All Grades
All Subjects All Students 23% 37% 49% 23% 26% 38% - 67% * 45% 23% 53% 6% 52% 17% 42% 55% - 0% - -
CWD 8% 10% 6% 0% 0% 7% - 21% - 0% 0% 10% 6% - 3% 5% 9% - * - -
CWOD 25% 41% 52% 27% 30% 41% - 68% * 50% 28% 55% - 52% 20% 46% 57% - 0% - -
EL 11% 13% 17% 22% 9% 18% - 22% - - 11% 20% 3% 20% 17% 14% 22% - - - -
Male 22% 36% 42% 15% 23% 32% - 61% - 41% 16% 47% 5% 46% 14% 42% - - * - -
Female 24% 39% 55% 30% 31% 44% - 73% * 48% 32% 58% 9% 57% 22% - 55% - * - -
Reading All Students 20% 35% 42% 16% 20% 28% - 61% * 38% 18% 46% 5% 45% 3% 35% 50% - * - -
CWD 7% 9% 5% 0% 0% 6% - 19% - 0% 0% 8% 5% - 0% 3% 9% - * - -
CWOD 22% 38% 45% 19% 23% 30% - 62% * 41% 22% 48% - 45% 4% 38% 52% - * - -
EL 8% 9% 3% * 5% 0% - 4% - - 0% 5% 0% 4% 3% 5% 0% - - - -
Male 17% 31% 35% 7% 17% 22% - 54% - 27% 11% 39% 3% 38% 5% 35% - - * - -
Female 23% 39% 50% 23% 24% 35% - 68% * 48% 27% 53% 9% 52% 0% - 50% - * - -
Mathematics All Students 26% 41% 32% 17% 15% 37% - 53% - 25% 15% 38% 4% 39% 31% 23% 41% - * - -
CWD 11% 13% 4% 0% 0% 5% - 13% - * 0% 6% 4% - 11% 3% 6% - - - -
CWOD 28% 46% 39% 22% 19% 43% - 60% - 33% 21% 44% - 39% 37% 30% 46% - * - -
EL 16% 19% 31% * 0% 30% - 53% - - 14% 40% 11% 37% 31% 18% 47% - - - -
Male 25% 42% 23% 13% 10% 28% - 39% - 20% 5% 30% 3% 30% 18% 23% - - * - -
Female 26% 41% 41% 21% 23% 45% - 66% - 29% 28% 45% 6% 46% 47% - 41% - * - -
Science All Students 24% 36% 68% 41% 48% 58% - 83% * 72% 39% 72% 14% 70% 27% 65% 70% - * - -
CWD 8% 7% 14% 0% 0% 18% - * - * 0% 27% 14% - 0% 16% 10% - * - -
CWOD 26% 40% 70% 46% 52% 60% - 83% * 78% 46% 73% - 70% 32% 68% 71% - * - -
EL 7% 7% 27% * 23% 36% - 21% - - 27% 27% 0% 32% 27% 27% 26% - - - -
Male 25% 37% 65% 33% 47% 56% - 80% - 91% 35% 71% 16% 68% 27% 65% - - * - -
Female 23% 36% 70% 47% 48% 59% - 85% * 57% 43% 73% 10% 71% 26% - 70% - * - -

- Indicates there are no students in the group.
* Indicates results are masked due to small numbers to protect student confidentiality.

Part (iii): Academic Growth and Graduation Rate

Part (iii)(I): Academic Growth
This section provides information on students' academic growth for mathematics and reading/ELA for public elementary schools and secondary schools which don't have a graduation rate, for the 2018-19 school year. These results include all students tested, regardless of whether they were in the accountability subset. (CWD: children with disability; CWOD: children without disability; EL: English learner)

  All
Students		 African
American		 Hispanic White American
Indian		 Asian Pacific
Islander		 Two or
More
Races		 Econ
Disadv		 CWD EL
Academic Growth Score
Reading
All Students 77 63 75 75 - 81 - 77 72 61 71
CWD 61 44 90 50 - 83 - * 50 61 *
CWOD 78 67 74 77 - 81 - 78 76 - 65
EL 71 * * * - 50 - - 67 * 71
Male 76 63 70 72 - 82 - 82 72 57 69
Female 78 63 81 78 - 81 - 72 72 68 *
Mathematics
All Students 75 58 66 79 - 91 - 68 62 42 83
CWD 42 0 33 67 - * - * 27 42 58
CWOD 81 69 73 81 - 95 - 83 72 - 90
EL 83 * 65 100 - 91 - - 65 58 83
Male 67 47 60 70 - 83 - 70 48 38 84
Female 83 67 74 88 - 98 - 67 76 56 82

- Indicates there are no students in the group.
* Indicates results are masked due to small numbers to protect student confidentiality.

Part (iii)(II): Graduation Rate
This section provides information on high school graduation rates for the class of 2018.

  All
Students		 African
American		 Hispanic White American
Indian		 Asian Pacific
Islander		 Two or
More
Races		 Econ
Disadv		 CWD EL✧ Homeless✧ Foster
Care✧
Federal Graduation Rates
4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2018
All Students - - - - - - - - - - - - -
CWD - - - - - - - - - - - - -
CWOD - - - - - - - - - - - - -
EL - - - - - - - - - - - - -
Male - - - - - - - - - - - - -
Female - - - - - - - - - - - - -

- Indicates there are no students in the group.
* Indicates results are masked due to small numbers to protect student confidentiality.
✧ Ever in grades 9-12.

Part (iv): English Language Proficiency

This section provides information on the number and percentage of English learners achieving English language proficiency based on the 2019 Texas English Language Proficiency Assessment System (TELPAS) data. (EL: English learner)

Total EL in Class Proficiency of EL Rate of Proficiency
59 36 61%

- Indicates there are no students in the group.
* Indicates results are masked due to small numbers to protect student confidentiality.
✧ Indicates data reporting does not meet for Minimum Size.

Part (v): School Quality or Student Success (SQSS)

This section provides information on school quality or student success, which is college, career and military readiness (CCMR) for high schools and average performance rate of the three STAAR performance levels of all students, regardless of whether they were in the accountability subset, for elementary and secondary schools without a graduation rate. (CWD: children with disability; EL: English learner)

  All
Students		 African
American		 Hispanic White American
Indian		 Asian Pacific
Islander		 Two or More
Races		 Econ
Disadv		 CWD EL
Student Success (Student Achievement Domain Score: STAAR Component Only)
STAAR Component Score 77 57 62 73 - 87 * 74 55 28 49
School Quality (College, Career, and Military Readiness Performance)
%Students meeting CCMR - - - - - - - - - - -

- Indicates there are no students in the group.
* Indicates results are masked due to small numbers to protect student confidentiality.

Part (vi): Goal Meeting Status

This section provides information on the progress of all students and each student group toward meeting the long-term goals or interim objectives on STAAR academic performance, federal graduation rate, and English learners' language proficiency. (CWD: children with disability; EL: English learner)

  All
Students		 African
American		 Hispanic White American
Indian		 Asian Pacific
Islander		 Two or More
Races		 Econ
Disadv		 CWD EL +
STAAR Performance Status
Reading
Interim Goals (2018-2022) 44% 32% 37% 60% 43% 74% 45% 56% 33% 19% 29%
Target Met Y Y Y Y   Y   Y Y Y Y
Interim Goals (2023-2027) 52% 42% 46% 66% 51% 78% 53% 62% 43% 31% 39%
Target Met Y Y Y Y   Y   Y Y N Y
Interim Goals (2028-2032) 62% 54% 58% 73% 62% 82% 63% 70% 55% 45% 52%
Target Met Y Y Y Y   Y   Y Y N Y
Long-Term Goals 72% 66% 69% 80% 72% 87% 73% 78% 67% 60% 65%
Target Met Y Y Y Y   Y   Y N N N
Mathematics
Interim Goals (2018-2022) 46% 31% 40% 59% 45% 82% 50% 54% 36% 23% 40%
Target Met Y Y Y Y   Y     Y Y Y
Interim Goals (2023-2027) 54% 41% 49% 65% 53% 85% 57% 61% 45% 34% 49%
Target Met Y Y Y Y   N     N N Y
Interim Goals (2028-2032) 63% 54% 59% 73% 63% 88% 66% 69% 57% 48% 59%
Target Met Y N N N   N     N N Y
Long-Term Goals 73% 66% 70% 80% 73% 91% 75% 77% 68% 62% 70%
Target Met N N N N   N     N N N
English Learner Language Proficiency Status
Interim Goals (2018-2022)                     36%
Target Met                     Y
Interim Goals (2023-2027)                     38%
Target Met                     Y
Interim Goals (2028-2032)                     40%
Target Met                     Y
Long-Term Goals                     40%
Target Met                     Y
Federal Graduation StatusΔ
Interim Goals (2018-2022) 90% 90% 90% 90% 90% 90% 90% 90% 90% 90% 90%
Target Met                      
Interim Goals (2023-2027) 92% 92% 92% 92% 92% 92% 92% 92% 92% 92% 92%
Target Met                      
Interim Goals (2028-2032) 94% 94% 94% 94% 94% 94% 94% 94% 94% 94% 94%
Target Met                      
Long-Term Goals 94% 94% 94% 94% 94% 94% 94% 94% 94% 94% 94%
Target Met                      

  Blank cells above represent student group indicators that do not meet the minimum size criteria.
+ STAAR Performance and Graduation use EL(Current & Monitored), EL English Learner Language Proficiency uses EL (Current).
Δ Student groups that are at or above 90% are required to exceed that rate by at least a tenth of a percent in the following year(s).

Part (vii): STAAR Participation

This section provides the percentage of students assessed and not assessed on STAAR for mathematics, reading/ELA, and science. (CWD: children with disability; CWOD: children without disability; EL: English learner)

  Campus African
American		 Hispanic White American
Indian		 Asian Pacific
Islander		 Two or
More
Races		 Econ
Disadv		 Non
Econ
Disadv		 CWD CWOD EL Male Female Migrant
Participation Rate
All Subjects All Students 100% 100% 99% 100% - 100% * 100% 99% 100% 99% 100% 100% 100% 100% -
CWD 99% 100% 95% 100% - 100% - 100% 97% 100% 99% - 100% 98% 100% -
CWOD 100% 100% 99% 100% - 100% * 100% 100% 100% - 100% 100% 100% 100% -
EL 100% 100% 100% 100% - 100% - - 100% 100% 100% 100% 100% 100% 100% -
Male 100% 100% 98% 100% - 100% - 100% 99% 100% 98% 100% 100% 100% - -
Female 100% 100% 99% 100% - 100% * 100% 99% 100% 100% 100% 100% - 100% -
Reading All Students 100% 100% 99% 100% - 100% * 100% 99% 100% 100% 100% 100% 100% 100% -
CWD 100% 100% 100% 100% - 100% - 100% 100% 100% 100% - 100% 100% 100% -
CWOD 100% 100% 98% 100% - 100% * 100% 99% 100% - 100% 100% 100% 100% -
EL 100% * 100% 100% - 100% - - 100% 100% 100% 100% 100% 100% 100% -
Male 100% 100% 99% 100% - 100% - 100% 100% 100% 100% 100% 100% 100% - -
Female 100% 100% 98% 100% - 100% * 100% 99% 100% 100% 100% 100% - 100% -
Mathematics All Students 100% 100% 98% 100% - 100% - 100% 99% 100% 98% 100% 100% 99% 100% -
CWD 98% 100% 92% 100% - 100% - * 95% 100% 98% - 100% 97% 100% -
CWOD 100% 100% 100% 100% - 100% - 100% 100% 100% - 100% 100% 100% 100% -
EL 100% * 100% 100% - 100% - - 100% 100% 100% 100% 100% 100% 100% -
Male 99% 100% 97% 100% - 100% - 100% 98% 100% 97% 100% 100% 99% - -
Female 100% 100% 100% 100% - 100% - 100% 100% 100% 100% 100% 100% - 100% -
Science All Students 100% 100% 99% 100% - 100% * 100% 99% 100% 97% 100% 100% 99% 100% -
CWD 97% 100% 83% 100% - * - * 93% 100% 97% - 100% 95% 100% -
CWOD 100% 100% 100% 100% - 100% * 100% 100% 100% - 100% 100% 100% 100% -
EL 100% * 100% 100% - 100% - - 100% 100% 100% 100% 100% 100% 100% -
Male 99% 100% 97% 99% - 100% - 100% 98% 100% 95% 100% 100% 99% - -
Female 100% 100% 100% 100% - 100% * 100% 100% 100% 100% 100% 100% - 100% -
Non-Participation Rate
All Subjects All Students 0% 0% 1% 0% - 0% * 0% 1% 0% 1% 0% 0% 0% 0% -
CWD 1% 0% 5% 0% - 0% - 0% 3% 0% 1% - 0% 2% 0% -
CWOD 0% 0% 1% 0% - 0% * 0% 0% 0% - 0% 0% 0% 0% -
EL 0% 0% 0% 0% - 0% - - 0% 0% 0% 0% 0% 0% 0% -
Male 0% 0% 2% 0% - 0% - 0% 1% 0% 2% 0% 0% 0% - -
Female 0% 0% 1% 0% - 0% * 0% 1% 0% 0% 0% 0% - 0% -
Reading All Students 0% 0% 1% 0% - 0% * 0% 1% 0% 0% 0% 0% 0% 0% -
CWD 0% 0% 0% 0% - 0% - 0% 0% 0% 0% - 0% 0% 0% -
CWOD 0% 0% 2% 0% - 0% * 0% 1% 0% - 0% 0% 0% 0% -
EL 0% * 0% 0% - 0% - - 0% 0% 0% 0% 0% 0% 0% -
Male 0% 0% 1% 0% - 0% - 0% 0% 0% 0% 0% 0% 0% - -
Female 0% 0% 2% 0% - 0% * 0% 1% 0% 0% 0% 0% - 0% -
Mathematics All Students 0% 0% 2% 0% - 0% - 0% 1% 0% 2% 0% 0% 1% 0% -
CWD 2% 0% 8% 0% - 0% - * 5% 0% 2% - 0% 3% 0% -
CWOD 0% 0% 0% 0% - 0% - 0% 0% 0% - 0% 0% 0% 0% -
EL 0% * 0% 0% - 0% - - 0% 0% 0% 0% 0% 0% 0% -
Male 1% 0% 3% 0% - 0% - 0% 2% 0% 3% 0% 0% 1% - -
Female 0% 0% 0% 0% - 0% - 0% 0% 0% 0% 0% 0% - 0% -
Science All Students 0% 0% 1% 0% - 0% * 0% 1% 0% 3% 0% 0% 1% 0% -
CWD 3% 0% 17% 0% - * - * 7% 0% 3% - 0% 5% 0% -
CWOD 0% 0% 0% 0% - 0% * 0% 0% 0% - 0% 0% 0% 0% -
EL 0% * 0% 0% - 0% - - 0% 0% 0% 0% 0% 0% 0% -
Male 1% 0% 3% 1% - 0% - 0% 2% 0% 5% 0% 0% 1% - -
Female 0% 0% 0% 0% - 0% * 0% 0% 0% 0% 0% 0% - 0% -

- Indicates there are no students in the group.
* Indicates results are masked due to small numbers to protect student confidentiality.

Part (viii): Civil Rights Data

Part (viii)(I) This section provides information from the 2015-16 CRDC surveys, submitted by school districts to the Office for Civil Rights on measures of school quality, climate, and safety, including counts of in-school suspensions, out-of-school suspensions, expulsions, school related arrests, referrals to law enforcement, chronic absenteeism (including both excused and unexcused absences), incidences of violence, including bullying and harassment. (EL: English learner)

  Total
students		 African
American		 Hispanic White Indian or
Alaska
Native		 Asian Pacific
Islander		 Two or
More
Races		 EL Students
with
Disabilities		 Students
with
Disabilities
(Section 504)
Students Without Disabilities
In-School Suspensions
  Male 0 0 0 0 0 0 0 0 0    
Female 0 0 0 0 0 0 0 0 0    
Total 0 0 0 0 0 0 0 0 0    
Out-of-School Suspensions
  Male 0 0 0 0 0 0 0 0 0    
Female 0 0 0 0 0 0 0 0 0    
Total 0 0 0 0 0 0 0 0 0    
Expulsions
With Educational Services Male 0 0 0 0 0 0 0 0 0    
Female 0 0 0 0 0 0 0 0 0    
Total 0 0 0 0 0 0 0 0 0    
Without Educational Services Male 0 0 0 0 0 0 0 0 0    
Female 0 0 0 0 0 0 0 0 0    
Total 0 0 0 0 0 0 0 0 0    
Under Zero Tolerance Policies Male 0 0 0 0 0 0 0 0 0    
Female 0 0 0 0 0 0 0 0 0    
Total 0 0 0 0 0 0 0 0 0    
School-Related Arrests
  Male 0 0 0 0 0 0 0 0 0    
Female 0 0 0 0 0 0 0 0 0    
Total 0 0 0 0 0 0 0 0 0    
Referrals to Law Enforcement
  Male 0 0 0 0 0 0 0 0 0    
Female 0 0 0 0 0 0 0 0 0    
Total 0 0 0 0 0 0 0 0 0    
Students With Disabilities
In-School Suspensions
  Male 0 0 0 0 0 0 0 0 0   0
Female 0 0 0 0 0 0 0 0 0   0
Total 0 0 0 0 0 0 0 0 0   0
Out-of-School Suspensions
  Male 0 0 0 0 0 0 0 0 0   0
Female 0 0 0 0 0 0 0 0 0   0
Total 0 0 0 0 0 0 0 0 0   0
Expulsions
With Educational Services Male 0 0 0 0 0 0 0 0 0   0
Female 0 0 0 0 0 0 0 0 0   0
Total 0 0 0 0 0 0 0 0 0   0
Without Educational Services Male 0 0 0 0 0 0 0 0 0   0
Female 0 0 0 0 0 0 0 0 0   0
Total 0 0 0 0 0 0 0 0 0   0
Under Zero Tolerance Policies Male 0 0 0 0 0 0 0 0 0   0
Female 0 0 0 0 0 0 0 0 0   0
Total 0 0 0 0 0 0 0 0 0   0
School-Related Arrests
  Male 0 0 0 0 0 0 0 0 0   0
Female 0 0 0 0 0 0 0 0 0   0
Total 0 0 0 0 0 0 0 0 0   0
Referrals to Law Enforcement
  Male 0 0 0 0 0 0 0 0 0   0
Female 0 0 0 0 0 0 0 0 0   0
Total 0 0 0 0 0 0 0 0 0   0
All Students
Chronic Absenteeism
  Male 40 5 8 20 0 5 0 2 2 5 8
Female 28 2 5 14 0 5 0 2 0 5 2
Total 68 7 13 34 0 10 0 4 2 10 10

  Total
Incidents of Violence
Incidents of rape or attempted rape 0
Incidents of sexual assault (other than rape) 0
Incidents of robbery with a weapon 0
Incidents of robbery with a firearm or explosive device 0
Incidents of robbery without a weapon 0
Incidents of physical attack or fight with a weapon 0
Incidents of physical attack or fight with a firearm or explosive device 0
Incidents of physical attack or fight without a weapon 4
Incidents of threats of physical attack with a weapon 0
Incidents of threats of physical attack with a firearm or explosive device 0
Incidents of threats of physical attack without a weapon 0
Incidents of possession of a firearm or explosive device 0
Allegations of Harassment or bullying
On the basis of sex 0
On the basis of race 0
On the basis of disability 0
On the basis of sexual orientation 0
On the basis of religion 0

- Indicates there are no students in the group.
* Indicates results are masked due to small numbers to protect student confidentiality.
  Blank cell indicates the student group is not applicable to this report.

Part (viii)(II) This section provides information from the 2015-16 CRDC surveys, submitted by school districts to the Office for Civil Rights, on the number of students enrolled in preschool programs and accelerated coursework to earn postsecondary credit while still in high school.

  Total
students		 African
American		 Hispanic White Indian or
Alaska
Native		 Asian Pacific
Islander		 Two or
More
Races		 EL Students
with
Disabilities
Preschool Programs
  Male - - - - - - - - - -
Female - - - - - - - - - -
Total - - - - - - - - - -
Accelerated Coursework
Advanced Placement Courses Male 223 5 11 38 0 164 0 5 2 2
Female 202 5 14 38 0 137 0 8 2 0
Total 425 10 25 76 0 301 0 13 4 2
International Baccalaureate Courses Male - - - - - - - - - -
Female - - - - - - - - - -
Total - - - - - - - - - -
Dual Enrollment/Dual Credit Programs Male - - - - - - - - - -
Female - - - - - - - - - -
Total - - - - - - - - - -

- Indicates there are no students in the group.
* Indicates results are masked due to small numbers to protect student confidentiality.

Part (ix): Teacher Quality Data

This section provides information on the professional qualifications of teachers, including information disaggregated by high- and low-poverty schools on the number and percentage of (I) inexperienced teacher, principals, and other school leaders; (II) teachers teaching with emergency or provisional credentials; and (III) teachers who are not teaching in the subject or field for which the teacher is certified or licensed.

Low Poverty School
  All School
  Number Percent
Inexperienced Teachers, Principals, and Other School Leaders 14.2 16.6%
Teachers Teaching with Emergency or Provisional Credentials 2.0 2.5%
Teacher Who Are Not Teaching in the Subject or Field for Which
     the Teacher is Certified or Licensed		 11.4 14.2%

- Indicates there are no data available in the group.
  Blank cell indicates there are no data available in the group.

Part (x): Per-pupil Expenditure

This section provides information on the per-pupil expenditures of federal, state, and local funds, including actual personnel expenditures and actual non-personnel expenditures, disaggregated by source of funds, for each school district and campus for the 2018-19 fiscal year.

  State & Local
and Federal		 State & Local Federal
  Enrollment Total($) Site($) District
Allocation($)		 Total($) Site($) District
Allocation($)		 Total($)
Business/central/other support services 125 125 125
Food services 375 2 2 301 72 373
Instruction 5,206 4,645 482 5,127 79 79
Support services, general administration 203 203 203 1 1
Support services, instructional staff 322 267 23 290 32 32
Support services, operation and maintenance of plant 1,844 1,189 655 1,844 0 0
Support services, pupils 556 447 93 540 16 16
Support services, school administration 490 476 14 490 0 0
Support services, student transportation 284 283 283 1 1
Total 1,417 9,405 7,024 1,880 8,903 301 201 502

  Blank cell indicates there are no data available in the group.
  Due to rounding, numbers may not add up precisely to the totals.

Part (xi): STAAR Alternate 2 Participation

This section provides information on the number and percentage of students with the most significant cognitive disabilities who take STAAR Alternate 2, by grade and subject for the 2018-19 school year.

  State
Number of ALT2		 State
Rate of ALT2		 District
Number of ALT2		 District
Rate of ALT2		 Campus
Number of ALT2		 Campus
Rate of ALT2
Grade 3
Reading 5,881 1% 69 2% - -
Mathematics 5,880 1% 69 2% - -
Grade 4
Reading 6,312 2% 62 2% - -
Mathematics 6,311 2% 62 2% - -
Grade 5
Reading 6,133 1% 46 1% - -
Mathematics 6,131 1% 46 1% - -
Science 6,133 1% 46 1% - -
Grade 6
Reading 6,038 1% 58 1% - -
Mathematics 6,036 1% 58 2% - -
Grade 7
Reading 5,616 1% 40 1% - -
Mathematics 5,616 2% 40 1% - -
Grade 8
Reading 5,251 1% 42 1% - -
Mathematics 5,254 2% 42 2% - -
Science 5,250 1% 42 1% - -
End of Course
English I 5,150 1% 47 1% 8 1%
English II 4,680 1% 44 1% * 1%
Algebra I 5,122 1% 34 1% 10 3%
Biology 4,954 1% 24 1% - -
All Grades
All Subjects 101,751 1% 871 1% 22 1%
Reading 45,064 1% 408 1% 12 1%
Mathematics 40,350 1% 351 1% 10 3%
Science 16,337 1% 112 1% - -

- Indicates there are no students in the group.
* Indicates results are masked due to small numbers to protect student confidentiality.

Part (xii): Statewide National Assessment of Educational Progress (NAEP)

This section provides results on the state academic assessments in reading and mathematics in grades 4 and 8 of the 2019 National Assessment of Educational Progress, compared to the national average of such results.

State Level: 2019 Percentages at NAEP Achievement Levels
  % Below Basic % At or Above Basic % At or Above Proficient % At Advanced
Grade Subject Student Group TX US TX US TX US TX US
Grade 4 Reading Overall 39 34 61 66 30 35 7 9
Black 52 52 48 48 16 18 2 3
Hispanic 48 45 52 55 21 23 3 4
White 22 23 78 77 48 45 12 12
American Indian * 50 * 50 * 19 * 3
Asian 11 18 89 82 65 57 25 22
Pacific Islander * 42 * 58 * 25 * 4
Two or More Races 26 28 74 72 38 40 6 11
Econ Disadv 50 47 50 53 19 21 3 3
Students with Disabilities 79 73 21 27 8 10 1 2
English Language Learners 61 65 39 35 12 10 2 1
Mathematics Overall 16 19 84 81 44 41 9 9
Black 24 35 76 65 32 20 3 2
Hispanic 19 27 81 73 35 28 4 3
White 8 11 92 89 59 52 16 12
American Indian * 33 * 67 * 24 * 4
Asian 4 7 96 93 82 69 45 28
Pacific Islander * 36 * 64 * 28 * 6
Two or More Races 9 16 91 84 51 44 9 10
Econ Disadv 21 29 79 71 32 26 3 3
Students with Disabilities 55 54 45 46 13 14 1 2
English Language Learners 24 41 76 59 29 16 2 1
Grade 8 Reading Overall 33 27 67 73 25 34 2 4
Black 53 46 47 54 41 15 n/a 1
Hispanic 38 37 62 63 19 22 1 2
White 20 18 80 82 35 42 3 5
American Indian * 41 * 59 * 19 * 1
Asian 8 13 92 87 59 57 11 13
Pacific Islander * 37 * 63 * 25 * 2
Two or More Races 26 24 74 76 25 37 1 5
Econ Disadv 43 40 57 60 15 20 n/a 1
Students with Disabilities 81 68 19 32 3 7 n/a n/a
English Language Learners 66 72 34 28 4 4 n/a n/a
Mathematics Overall 32 31 68 69 30 34 7 10
Black 48 53 52 47 16 14 2 2
Hispanic 37 43 63 57 21 20 3 4
White 20 20 80 80 44 44 13 13
American Indian * 49 * 51 * 15 * 3
Asian 10 12 90 88 71 64 36 33
Pacific Islander * 45 * 55 * 21 * 4
Two or More Races 25 27 75 73 41 38 11 12
Econ Disadv 41 46 59 54 19 18 2 3
Students with Disabilities 73 73 27 27 5 6 1 2
English Language Learners 60 72 40 28 8 5 1 1

* Indicates reporting standards not met.
n/a Indicates data reporting is not applicable for this group.

State Level: 2019 NAEP Participation Rates for Students with Disabilities and English Learners
Grade Subject Student Group Rate
Grade 4 Reading Students with Disabilities 77%
Grade 8 Reading Students with Disabilities 83%

Part (xiii): Cohort Rate of Graduates Enrolled in Postsecondary Education

This section provides information on the cohort rate at which students who graduated from high school in the 2016-17 school year enrolled in a Texas public postsecondary education institution in the 2017-18 academic year. (CWD: children with disability; EL: English learner)



There is no data for this campus.