	Texas Education Agency
2020 Federal Report Card
COLLEGE STATION ISD (021901) - BRAZOS 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 RatePart (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

	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 2019
All Students	89.6%	79.8%	87.4%	92.5%	*	94.9%	*	72.7%	77.0%	57.4%	69.4%	54.5%	*
CWD	57.4%	60.9%	66.7%	50.0%	-	-	-	*	58.1%	57.4%	-	*	-
CWOD	91.5%	84.6%	88.3%	94.2%	*	94.9%	*	75.0%	79.6%	-	69.4%	57.1%	*
EL✧	69.4%	*	69.6%	*	-	63.6%	-	-	64.0%	-	69.4%	*	-
Male	86.4%	69.2%	88.2%	89.7%	-	88.2%	-	63.6%	70.8%	52.9%	60.0%	60.0%	*
Female	92.7%	88.7%	86.7%	95.3%	*	100.0%	*	81.8%	84.6%	65.0%	90.9%	50.0%	*

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

Part (iv): English Language ProficiencyThis 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. For secondary schools with CCMR (college, career, and military readiness) data, the results are reported.

	All Students	African American	Hispanic	White	American Indian	Asian	Pacific Islander	Two or More Races	Econ Disadv	CWD	EL
School Quality (College, Career, and Military Readiness Performance)
%Students meeting CCMR	73%	40%	66%	81%	*	89%	*	61%	51%	45%	40%

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

Part (vi): Goal Meeting StatusThis 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 ParticipationThis 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	477	139	106	187	3	17	0	25	27
	Female	199	73	53	64	0	2	0	7	7
	Total	676	212	159	251	3	19	0	32	34
Out-of-School Suspensions
	Male	103	40	23	29	0	8	0	3	3
	Female	41	9	14	14	0	1	0	3	0
	Total	144	49	37	43	0	9	0	6	3
Expulsions
With Educational Services	Male	53	19	12	20	0	1	0	1	0
	Female	16	2	6	6	0	0	0	2	0
	Total	69	21	18	26	0	1	0	3	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	2	1	0	1	0	0	0	0	0
	Female	0	0	0	0	0	0	0	0	0
	Total	2	1	0	1	0	0	0	0	0
Referrals to Law Enforcement
	Male	12	4	5	3	0	0	0	0	0
	Female	4	0	2	1	0	0	0	1	0
	Total	16	4	7	4	0	0	0	1	0
Students With Disabilities
In-School Suspensions
	Male	290	109	56	115	1	0	0	9	12		130
	Female	99	38	19	39	0	1	0	2	5		49
	Total	389	147	75	154	1	1	0	11	17		179
Out-of-School Suspensions
	Male	97	40	27	27	0	0	0	3	2		33
	Female	18	8	2	7	0	0	0	1	0		15
	Total	115	48	29	34	0	0	0	4	2		48
Expulsions
With Educational Services	Male	16	6	6	4	0	0	0	0	0		6
	Female	7	1	2	4	0	0	0	0	1		2
	Total	23	7	8	8	0	0	0	0	1		8
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	3	1	2	0	0	0	0	0	1		1
	Female	0	0	0	0	0	0	0	0	0		0
	Total	3	1	2	0	0	0	0	0	1		1
Referrals to Law Enforcement
	Male	9	5	4	0	0	0	0	0	1		4
	Female	6	4	0	2	0	0	0	0	0		3
	Total	15	9	4	2	0	0	0	0	1		7
All Students
Chronic Absenteeism
	Male	500	108	140	204	4	22	1	21	36	125	-
	Female	487	112	117	220	3	13	-	22	25	73	-
	Total	987	220	257	424	7	35	1	43	61	198	-

	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	2
Incidents of robbery with a firearm or explosive device	0
Incidents of robbery without a weapon	1
Incidents of physical attack or fight with a weapon	1
Incidents of physical attack or fight with a firearm or explosive device	0
Incidents of physical attack or fight without a weapon	157
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	6
Incidents of possession of a firearm or explosive device	0
Allegations of Harassment or bullying
On the basis of sex	12
On the basis of race	49
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	238	45	63	88	4	24	0	14	47	76
	Female	178	44	57	54	0	17	1	5	48	26
	Total	416	89	120	142	4	41	1	19	95	102
Accelerated Coursework
Advanced Placement Courses	Male	372	8	55	221	1	76	0	11	5	0
	Female	458	19	65	258	1	100	1	14	5	1
	Total	830	27	120	479	2	176	1	25	10	1
International Baccalaureate Courses	Male	-	-	-	-	-	-	-	-	-	-
	Female	-	-	-	-	-	-	-	-	-	-
	Total	-	-	-	-	-	-	-	-	-	-
Dual Enrollment/Dual Credit Programs	Male	-	-	-	-	-	-	-	-	-	-
	Female	-	-	-	-	-	-	-	-	-	-
	Total	-	-	-	-	-	-	-	-	-	-

-	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.

	All School		High-Poverty Schools		Low-Poverty Schools
	Number	Percent	Number	Percent	Number	Percent
Inexperienced Teachers, Principals, and Other School Leaders	105.2	10.2%			77.8	9.7%
Teachers Teaching with Emergency or Provisional Credentials	33.7	3.4%			26.9	3.5%
Teacher Who Are Not Teaching in the Subject or Field for Which the Teacher is Certified or Licensed	79.5	8.1%			73.2	9.6%

-	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		385		385	385		0	0
Food services		404				333	71	404
Instruction		5,645	5,307	31	5,338	252	54	306
Support services, general administration		123		123	123
Support services, instructional staff		329	254	2	257	5	68	73
Support services, operation and maintenance of plant		999	508	489	998	0	1	1
Support services, pupils		470	432	6	437	18	15	33
Support services, school administration		464	462	2	464
Support services, student transportation		281		281	281
Total	13,856	9,101	6,964	1,319	8,283	608	209	818
Campus Level PPE Summary Report

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

	All Students	African American	Hispanic	White	American Indian	Asian	Pacific Islander	Two or More Races	Econ Disadv	CWD	EL
In-State Public Institutions	56%	35%	49%	62%	*	57%	*	55%	36%	14%	*

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

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