Texas Education Agency  
2020 Federal Report Card
HALEY J EL (057912106) - IRVING ISD - DALLAS COUNTY

Part (i): Description of State Accountability System

Part (i)(I) the minimum number of students that the State determines are necessary to be included in each of the subgroups of students for use in the accountability system;
Part (i)(II) the long-term goals and measurements of interim progress for all students and for each of the subgroups of students;
Part (i)(III) the indicators used to meaningfully differentiate all public schools in the State;
Part (i)(IV) the State's system for meaningfully differentiating all public schools in the State, including --
(aa) the specific weight of the indicators in such differentiation;
(bb) the methodology by which the State differentiates all such schools;
(cc) the methodology by which the State differentiates a school as consistently underperforming for any subgroup of students; and
(dd) the methodology by which the State identifies a school for comprehensive support and improvement;
Part (i)(V) the number and names of all public schools in the State identified by the State for comprehensive support and improvement or implementing targeted support and improvement plans;
Part (i)(VI) the exit criteria established by the State, including the length of years established.
On March 27, 2020, the U.S. Department of Education (USDE) waived statewide assessment, accountability and certain reporting requirements in the Elementary and Secondary Education Act (ESEA) for the 2019-20 school year due to widespread school closures related to the novel Coronavirus disease (COVID-19). The waiver includes the report card provisions in section 1111(h)(1)(C)(i) (accountability system description).
Campuses Identified for Support under the Every Student Succeeds Act (ESSA) for the 2020-21 school year: Comprehensive Support and Improvement Schools , Targeted Support and Improvement Schools and Additional Targeted Support Schools.

Part (ii): Student Achievement by Proficiency Level

This section provides information on student achievement on the State of Texas Assessments of Academic Readiness (STAAR) performance for mathematics, reading/ELA, and science by grade level and proficiency level for the 2019-20 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)
Due to the impact of COVID-19, the USDE waived reporting requirements in Section 1111(h)(1)(C)(ii) (assessment results) for the 2019-20 school year.

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 1999 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)
Due to the impact of COVID-19, the USDE waived reporting requirements in Section 1111(h)(1)(C)(iii)(I) (other academic indicator results) for the 2019-20 school year.

Part (iii)(II): Graduation Rate
This section provides information on high school graduation rates for the class of 2019



There is no data for this campus.

Part (iv): English Language Proficiency

This section provides information on the number and percentage of English learners achieving English language proficiency based on the 2020 Texas English Language Proficiency Assessment System (TELPAS) data. (EL: English learner)
Due to the impact of COVID-19, the USDE waived reporting requirements in Section 1111(h)(1)(C)(iv) (English language proficiency results) for the 2019-20 school year.

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)

Due to the impact of COVID-19, the USDE waived reporting requirements in Section 1111(h)(1)(C)(v) (school quality or student success indicator results) for the 2019-20 school year for elementary schools and secondary schools without a graduation rate.

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)
Due to the impact of COVID-19, the USDE waived reporting requirements in Section 1111(h)(1)(C)(vi) (progress toward meeting long-term goals and measurements of interim progress) for the 2019-20 school year.

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)
Due to the impact of COVID-19, the USDE waived reporting requirements in Section 1111(h)(1)(C)(vii) (percentage of students assessed and not assessed) for the 2019-20 school year.

Part (viii): Civil Rights Data

Part (viii)(I) This section provides information from the 2017-18 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 31 1 22 8 0 0 0 0 17    
Female 2 0 2 0 0 0 0 0 0    
Total 33 1 24 8 0 0 0 0 17    
Out-of-School Suspensions
  Male 1 0 1 0 0 0 0 0 0    
Female 0 0 0 0 0 0 0 0 0    
Total 1 0 1 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 3 0 2 1 0 0 0 0 2   4
Female 2 0 2 0 0 0 0 0 1   0
Total 5 0 4 1 0 0 0 0 3   4
Out-of-School Suspensions
  Male 7 1 4 1 0 0 0 1 2   0
Female 0 0 0 0 0 0 0 0 0   0
Total 7 1 4 1 0 0 0 1 2   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 8 -8 6 1 -8 1 -8 -8 4 2 -8
Female 10 -8 5 5 -8 -8 -8 -8 2 -8 -8
Total 18 -8 11 6 -8 1 -8 -8 6 2 -8

  Total
Incidents of Violence
Incidents of rape or attempted rape -11
Incidents of sexual assault (other than rape) -11
Incidents of robbery with a weapon -11
Incidents of robbery with a firearm or explosive device -11
Incidents of robbery without a weapon -11
Incidents of physical attack or fight with a weapon -11
Incidents of physical attack or fight with a firearm or explosive device -11
Incidents of physical attack or fight without a weapon -11
Incidents of threats of physical attack with a weapon -11
Incidents of threats of physical attack with a firearm or explosive device -11
Incidents of threats of physical attack without a weapon -11
Incidents of possession of a firearm or explosive device -11
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

Part (viii)(II) This section provides information from the 2017-18 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 -9 -9 -9 -9 -9 -9 -9 -9 -9 -9
Female -9 -9 -9 -9 -9 -9 -9 -9 -9 -9
Total -9 -9 -9 -9 -9 -9 -9 -9 -9 -9
Accelerated Coursework
Advanced Placement Courses Male -9 -9 -9 -9 -9 -9 -9 -9 -9 -9
Female -9 -9 -9 -9 -9 -9 -9 -9 -9 -9
Total -9 -9 -9 -9 -9 -9 -9 -9 -9 -9
International Baccalaureate Courses Male -9 -9 -9 -9 -9 -9 -9 -9 -9 -9
Female -9 -9 -9 -9 -9 -9 -9 -9 -9 -9
Total -9 -9 -9 -9 -9 -9 -9 -9 -9 -9
Dual Enrollment/Dual Credit Programs Male -9 -9 -9 -9 -9 -9 -9 -9 -9 -9
Female -9 -9 -9 -9 -9 -9 -9 -9 -9 -9
Total -9 -9 -9 -9 -9 -9 -9 -9 -9 -9

- Indicates there are no data available in the group.
-3 Indicates skip logic failure.
-8 Indicates EDFacts missing data.
-9 Indicates not applicable / skipped.
-11 Indicates suppressed data at the campus/district level.
  Blank cell indicates the student group is not applicable to this report.

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.

High Poverty School
  All School
  Number Percent
Inexperienced Teachers, Principals, and Other School Leaders 3.0 6.8%
Teachers Teaching with Emergency or Provisional Credentials 2.0 4.9%
Teacher Who Are Not Teaching in the Subject or Field for Which
     the Teacher is Certified or Licensed		 1.0 2.4%

- 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 2019-20 fiscal year.

  State & Local
and Federal		 State & Local Federal
  Enrollment Total($) Site($) District
Allocation($)		 Total($) Site($) District
Allocation($)		 Total($)
Business/central/other support services 435 431 431 4 4
Food services 648 1 1 540 107 647
Instruction 5,609 4,942 312 5,254 296 59 355
Support services, general administration 52 52 52
Support services, instructional staff 630 427 32 459 97 74 171
Support services, operation and maintenance of plant 872 2 838 840 32 32
Support services, pupils 546 465 31 496 50 50
Support services, school administration 598 588 9 597 1 1
Support services, student transportation 201 201 201
Total 700 9,591 6,424 1,907 8,331 933 327 1,260

  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 2019-20 school year.
Due to the impact of COVID-19, the USDE waived reporting requirements in Section 1111(h)(1)(C)(xi) (number and percentage of students with the most significant cognitive disabilities taking an alternate assessment) for the 2019-20 school year.

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%
English Learners 94%
Mathematics Students with Disabilities 79%
English Learners 97%
Grade 8 Reading Students with Disabilities 83%
English Learners 96%
Mathematics Students with Disabilities 88%
English Learners 97%

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 2017-18 school year enrolled in a Texas public postsecondary education institution in the 2018-19 academic year. (CWD: children with disability; EL: English learner)



There is no data for this campus.