Texas Education Agency  
2022 Federal Report Card
REDWATER H S (019906001) - REDWATER ISD - BOWIE 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. 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.

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 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 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: STAAR Component Only 10%
High Schools, K-12s, AEAs, and Districts Academic Achievement 50%
Federal Graduation Status or Academic Growth Status1 10%
English Learner Language Proficiency 10%
SQSS: College, Career, and Military Readiness or Student Domain Score: STAAR Component Only2 30%

1 If Federal Graduation Status is not available, Academic Growth Status is used.
2 If College, Career, and Military Readiness is not available, Student Achievement Domain Score: STAAR Component Only is used.

(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. https://tea.texas.gov/sites/default/files/chapter-4-2022-closing-the-gaps-domain.pdf
(cc) the methodology by which the State differentiates a school as consistently underperforming for any subgroup of students.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 (CSI) that has at least one consistently underperforming student group is identified for targeted support and improvement (TSI). TSI identifies both Title I and non-Title I campuses. Data from 2018, 2019, and 2022 are considered consecutive years for 2022 TSI identification.
(dd) the methodology by which the State identifies a school for comprehensive support and improvement. Texas annually ranks all Title I campuses based on Closing the Gaps scaled scores. Beginning August 2022, TEA also evaluates overall scaled scores to make final comprehensive support and improvement (CSI) determinations. Title I campuses with both the lowest Closing the Gaps and lowest overall scaled scores are identified for CSI. First, Texas determines the bottom five percent of Closing the Gaps outcomes by rank ordering the scaled scores of Title I campuses by school type - elementary, middle, high school/ K - 12, and alternative education accountability. Texas then determines which campuses fell in the bottom five percent for each school type. Next, TEA rank orders the overall scaled scores for all Title I campuses statewide (without regard to campus type) to determine the scaled score cut point necessary to identify at least five percent of Title I campuses. Title I campuses with an overall scaled score cut point at or below the overall cut point and that rank in their school types bottom five percent are identified for CSI.
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. Campuses Identified for Support under the Every Student Succeeds Act (ESSA) for the 2022-2023 school year: Comprehensive Support and Improvement Schools , Targeted Support and Improvement Schools and Additional Targeted Support Schools .
Part (i)(VI) the exit criteria established by the State, including the length of years established. Campuses that do not rank in their school types bottom five percent of the Closing the Gaps domain for two consecutive years and have an overall scaled score that year that does not fall within the lowest percentile to be reidentified for CSI are considered as having successfully exited. Campuses previously identified as CSI based solely on a graduation rate below 67 percent must have a four or six-year federal graduation rate of at least 67 percent for two consecutive years to exit CSI status.

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 2021-22 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 64% 79% 79% * * 82% * * - 50% 71% 85% 13% 85% - 69% 91% - * - *
CWD 29% 13% 13% - - 13% - - - - 20% * 13% - - 17% * - * - -
CWOD 68% 85% 85% * * 89% * * - 50% 78% 90% - 85% - 76% 95% - - - *
EL 38% - - - - - - - - - - - - - - - - - - - -
Male 58% 69% 69% * * 71% - - - * 70% 68% 17% 76% - 69% - - * - *
Female 70% 91% 91% - * 95% * * - * 73% 100% * 95% - - 91% - - - *
English II All Students 71% 88% 88% * 100% 89% * - - * 83% 91% 10% 94% * 78% 98% - * - *
CWD 33% 10% 10% * - 11% - - - - 0% 20% 10% - - 11% * - - - -
CWOD 76% 94% 94% - 100% 95% * - - * 94% 94% - 94% * 89% 100% - * - *
EL 43% * * - * - - - - - - * - * * - * - - - -
Male 65% 78% 78% * * 80% - - - * 70% 81% 11% 89% - 78% - - * - -
Female 77% 98% 98% - * 98% * - - * 95% 100% * 100% * - 98% - - - *
Algebra I All Students 74% 96% 96% * * 95% - * - * 90% 100% 40% 100% - 97% 93% - * - *
CWD 46% 40% 40% - - 40% - - - - * * 40% - - * * - * - -
CWOD 78% 100% 100% * * 100% - * - * 100% 100% - 100% - 100% 100% - - - *
EL 64% - - - - - - - - - - - - - - - - - - - -
Male 71% 98% 97% * * 97% - - - * 95% 100% * 100% - 97% - - * - *
Female 78% 95% 93% - * 92% - * - * 80% 100% * 100% - - 93% - - - *
Biology All Students 82% 95% 95% * * 95% * * - * 95% 96% 63% 98% - 92% 98% - * - *
CWD 57% 63% 63% * - 57% - - - - * * 63% - - 57% * - - - -
CWOD 86% 98% 98% - * 98% * * - * 98% 98% - 98% - 98% 98% - * - *
EL 66% - - - - - - - - - - - - - - - - - - - -
Male 80% 92% 92% * - 92% - - - * 95% 91% 57% 98% - 92% - - * - -
Female 85% 98% 98% - * 98% * * - * 96% 100% * 98% - - 98% - - - *
STAAR Percent at Meets Grade Level or Above
End of Course
English I All Students 46% 61% 61% * * 69% * * - 33% 55% 67% 0% 67% - 52% 73% - * - *
CWD 17% 0% 0% - - 0% - - - - 0% * 0% - - 0% * - * - -
CWOD 50% 67% 67% * * 76% * * - 33% 62% 71% - 67% - 59% 76% - - - *
EL 19% - - - - - - - - - - - - - - - - - - - -
Male 40% 52% 52% * * 56% - - - * 56% 48% 0% 59% - 52% - - * - *
Female 53% 73% 73% - * 84% * * - * 53% 83% * 76% - - 73% - - - *
English II All Students 54% 73% 73% * 80% 76% * - - * 63% 80% 0% 80% * 65% 83% - * - *
CWD 21% 0% 0% * - 0% - - - - 0% 0% 0% - - 0% * - - - -
CWOD 59% 80% 80% - 80% 83% * - - * 72% 85% - 80% * 75% 84% - * - *
EL 22% * * - * - - - - - - * - * * - * - - - -
Male 48% 65% 65% * * 67% - - - * 55% 69% 0% 75% - 65% - - * - -
Female 62% 83% 83% - * 85% * - - * 71% 92% * 84% * - 83% - - - *
Algebra I All Students 42% 82% 78% * * 79% - * - * 67% 86% 0% 84% - 73% 83% - * - *
CWD 19% 0% 0% - - 0% - - - - * * 0% - - * * - * - -
CWOD 45% 88% 84% * * 87% - * - * 77% 89% - 84% - 79% 89% - - - *
EL 28% - - - - - - - - - - - - - - - - - - - -
Male 40% 77% 73% * * 71% - - - * 75% 71% * 79% - 73% - - * - *
Female 45% 88% 83% - * 88% - * - * 50% 100% * 89% - - 83% - - - *
Biology All Students 54% 79% 79% * * 79% * * - * 80% 79% 0% 85% - 73% 85% - * - *
CWD 25% 0% 0% * - 0% - - - - * * 0% - - 0% * - - - -
CWOD 57% 85% 85% - * 85% * * - * 88% 84% - 85% - 84% 86% - * - *
EL 26% - - - - - - - - - - - - - - - - - - - -
Male 52% 73% 73% * - 73% - - - * 80% 69% 0% 84% - 73% - - * - -
Female 56% 85% 85% - * 85% * * - * 79% 89% * 86% - - 85% - - - *
STAAR Percent at Masters Grade Level
End of Course
English I All Students 10% 10% 10% * * 12% * * - 0% 5% 15% 0% 11% - 4% 18% - * - *
CWD 4% 0% 0% - - 0% - - - - 0% * 0% - - 0% * - * - -
CWOD 11% 11% 11% * * 13% * * - 0% 5% 16% - 11% - 4% 19% - - - *
EL 1% - - - - - - - - - - - - - - - - - - - -
Male 8% 4% 4% * * 4% - - - * 4% 4% 0% 4% - 4% - - * - *
Female 13% 18% 18% - * 21% * * - * 7% 24% * 19% - - 18% - - - *
English II All Students 9% 9% 9% * 0% 9% * - - * 2% 14% 0% 10% * 8% 11% - * - *
CWD 5% 0% 0% * - 0% - - - - 0% 0% 0% - - 0% * - - - -
CWOD 9% 10% 10% - 0% 10% * - - * 3% 15% - 10% * 9% 11% - * - *
EL 1% * * - * - - - - - - * - * * - * - - - -
Male 7% 8% 8% * * 7% - - - * 0% 13% 0% 9% - 8% - - * - -
Female 11% 11% 11% - * 12% * - - * 5% 16% * 11% * - 11% - - - *
Algebra I All Students 26% 59% 48% * * 47% - * - * 37% 57% 0% 52% - 43% 53% - * - *
CWD 8% 0% 0% - - 0% - - - - * * 0% - - * * - * - -
CWOD 29% 63% 52% * * 52% - * - * 42% 58% - 52% - 47% 57% - - - *
EL 14% - - - - - - - - - - - - - - - - - - - -
Male 25% 52% 43% * * 42% - - - * 45% 41% * 47% - 43% - - * - *
Female 28% 66% 53% - * 54% - * - * 20% 70% * 57% - - 53% - - - *
Biology All Students 21% 27% 27% * * 28% * * - * 23% 30% 0% 29% - 33% 22% - * - *
CWD 7% 0% 0% * - 0% - - - - * * 0% - - 0% * - - - -
CWOD 22% 29% 29% - * 31% * * - * 25% 32% - 29% - 38% 22% - * - *
EL 5% - - - - - - - - - - - - - - - - - - - -
Male 21% 33% 33% * - 33% - - - * 30% 34% 0% 38% - 33% - - * - -
Female 21% 22% 22% - * 25% * * - * 17% 26% * 22% - - 22% - - - *
STAAR Percent at Approaches Grade Level or Above
All Grades
All Subjects All Students 73% 87% 90% 67% 83% 90% * 100% - 76% 85% 93% 32% 94% * 84% 96% - 80% - 89%
CWD 44% 57% 32% * - 31% - - - - 28% 36% 32% - - 33% 29% - * - -
CWOD 77% 90% 94% * 83% 96% * 100% - 76% 92% 96% - 94% * 91% 98% - * - 89%
EL 59% 75% * - * - - - - - - * - * * - * - - - -
Male 71% 85% 84% 67% * 85% - - - 73% 82% 86% 33% 91% - 84% - - * - *
Female 75% 89% 96% - 75% 96% * 100% - 83% 89% 100% 29% 98% * - 96% - * - 100%
Reading All Students 74% 84% 83% * 86% 85% * * - 56% 77% 88% 11% 90% * 74% 94% - * - *
CWD 43% 46% 11% * - 12% - - - - 10% 13% 11% - - 13% * - * - -
CWOD 78% 88% 90% * 86% 92% * * - 56% 86% 92% - 90% * 82% 98% - * - *
EL 57% 100% * - * - - - - - - * - * * - * - - - -
Male 70% 80% 74% * * 76% - - - 50% 70% 77% 13% 82% - 74% - - * - *
Female 78% 90% 94% - * 96% * * - * 86% 100% * 98% * - 94% - - - *
Mathematics All Students 71% 90% 96% * * 96% - * - * 91% 100% 50% 100% - 98% 94% - * - *
CWD 44% 69% 50% - - 50% - - - - * * 50% - - * * - * - -
CWOD 75% 92% 100% * * 100% - * - * 100% 100% - 100% - 100% 100% - * - *
EL 61% * - - - - - - - - - - - - - - - - - - -
Male 71% 91% 98% * * 98% - - - * 96% 100% * 100% - 98% - - * - *
Female 71% 89% 94% - * 94% - * - * 83% 100% * 100% - - 94% - * - *
Science All Students 74% 88% 95% * * 95% * * - * 95% 96% 63% 98% - 92% 98% - * - *
CWD 47% 57% 63% * - 57% - - - - * * 63% - - 57% * - - - -
CWOD 78% 91% 98% - * 98% * * - * 98% 98% - 98% - 98% 98% - * - *
EL 58% * - - - - - - - - - - - - - - - - - - -
Male 74% 87% 92% * - 92% - - - * 95% 91% 57% 98% - 92% - - * - -
Female 75% 89% 98% - * 98% * * - * 96% 100% * 98% - - 98% - - - *
SAT/ACT All Subjects All Students 92% 100% 100% - - 100% - - - - 100% 100% * 100% - 100% 100% - * - *
CWD 75% * * - - * - - - - - * * - - - * - - - -
CWOD 92% 100% 100% - - 100% - - - - 100% 100% - 100% - 100% * - * - *
EL 69% - - - - - - - - - - - - - - - - - - - -
Male 93% 100% 100% - - 100% - - - - * 100% - 100% - 100% - - - - *
Female 92% 100% 100% - - 100% - - - - * * * * - - 100% - * - -
STAAR Percent at Meets Grade Level or Above
All Grades
All Subjects All Students 47% 61% 73% 33% 50% 76% * 60% - 53% 67% 78% 3% 79% * 67% 80% - 40% - 89%
CWD 23% 24% 3% * - 3% - - - - 0% 7% 3% - - 0% 14% - * - -
CWOD 50% 65% 79% * 50% 83% * 60% - 53% 75% 82% - 79% * 76% 83% - * - 89%
EL 29% 25% * - * - - - - - - * - * * - * - - - -
Male 45% 59% 67% 33% * 69% - - - 73% 67% 67% 0% 76% - 67% - - * - *
Female 48% 62% 80% - 63% 85% * 60% - 17% 67% 89% 14% 83% * - 80% - * - 100%
Reading All Students 52% 59% 67% * 57% 72% * * - 33% 59% 74% 0% 73% * 58% 78% - * - *
CWD 24% 20% 0% * - 0% - - - - 0% 0% 0% - - 0% * - * - -
CWOD 56% 63% 73% * 57% 79% * * - 33% 67% 78% - 73% * 67% 80% - * - *
EL 31% 40% * - * - - - - - - * - * * - * - - - -
Male 47% 53% 58% * * 62% - - - 50% 55% 61% 0% 67% - 58% - - * - *
Female 56% 65% 78% - * 85% * * - * 64% 87% * 80% * - 78% - - - *
Mathematics All Students 41% 63% 80% * * 81% - * - * 69% 88% 17% 84% - 79% 80% - * - *
CWD 22% 29% 17% - - 17% - - - - * * 17% - - * * - * - -
CWOD 44% 67% 84% * * 87% - * - * 77% 89% - 84% - 84% 84% - * - *
EL 29% * - - - - - - - - - - - - - - - - - - -
Male 42% 67% 79% * * 79% - - - * 78% 80% * 84% - 79% - - * - *
Female 40% 59% 80% - * 84% - * - * 50% 96% * 84% - - 80% - * - *
Science All Students 46% 60% 79% * * 79% * * - * 80% 79% 0% 85% - 73% 85% - * - *
CWD 23% 21% 0% * - 0% - - - - * * 0% - - 0% * - - - -
CWOD 49% 65% 85% - * 85% * * - * 88% 84% - 85% - 84% 86% - * - *
EL 25% * - - - - - - - - - - - - - - - - - - -
Male 47% 60% 73% * - 73% - - - * 80% 69% 0% 84% - 73% - - * - -
Female 45% 61% 85% - * 85% * * - * 79% 89% * 86% - - 85% - - - *
SAT/ACT All Subjects All Students 64% 88% 88% - - 88% - - - - 80% 91% * 87% - 100% 60% - * - *
CWD 43% * * - - * - - - - - * * - - - * - - - -
CWOD 64% 87% 87% - - 87% - - - - 80% 90% - 87% - 100% * - * - *
EL 18% - - - - - - - - - - - - - - - - - - - -
Male 68% 100% 100% - - 100% - - - - * 100% - 100% - 100% - - - - *
Female 60% 60% 60% - - 60% - - - - * * * * - - 60% - * - -
STAAR Percent at Masters Grade Level
All Grades
All Subjects All Students 22% 27% 21% 17% 0% 21% * 40% - 24% 15% 25% 0% 23% * 19% 23% - 20% - 22%
CWD 9% 11% 0% * - 0% - - - - 0% 0% 0% - - 0% 0% - * - -
CWOD 24% 28% 23% * 0% 23% * 40% - 24% 17% 27% - 23% * 22% 24% - * - 22%
EL 12% 8% * - * - - - - - - * - * * - * - - - -
Male 21% 26% 19% 17% * 19% - - - 36% 18% 20% 0% 22% - 19% - - * - *
Female 23% 28% 23% - 0% 25% * 40% - 0% 11% 30% 0% 24% * - 23% - * - 33%
Reading All Students 25% 28% 10% * 0% 11% * * - 11% 4% 15% 0% 11% * 6% 14% - * - *
CWD 9% 13% 0% * - 0% - - - - 0% 0% 0% - - 0% * - * - -
CWOD 27% 30% 11% * 0% 12% * * - 11% 4% 15% - 11% * 7% 15% - * - *
EL 13% 20% * - * - - - - - - * - * * - * - - - -
Male 22% 25% 6% * * 5% - - - 17% 2% 9% 0% 7% - 6% - - * - *
Female 28% 32% 14% - * 16% * * - * 6% 20% * 15% * - 14% - - - *
Mathematics All Students 20% 27% 39% * * 37% - * - * 31% 44% 0% 42% - 33% 46% - * - *
CWD 9% 10% 0% - - 0% - - - - * * 0% - - * * - * - -
CWOD 21% 29% 42% * * 40% - * - * 35% 46% - 42% - 36% 50% - * - *
EL 12% * - - - - - - - - - - - - - - - - - - -
Male 21% 27% 33% * * 31% - - - * 39% 28% * 36% - 33% - - * - *
Female 19% 27% 46% - * 45% - * - * 17% 61% * 50% - - 46% - * - *
Science All Students 20% 22% 27% * * 28% * * - * 23% 30% 0% 29% - 33% 22% - * - *
CWD 8% 7% 0% * - 0% - - - - * * 0% - - 0% * - - - -
CWOD 22% 24% 29% - * 31% * * - * 25% 32% - 29% - 38% 22% - * - *
EL 7% * - - - - - - - - - - - - - - - - - - -
Male 22% 25% 33% * - 33% - - - * 30% 34% 0% 38% - 33% - - * - -
Female 19% 19% 22% - * 25% * * - * 17% 26% * 22% - - 22% - - - *
SAT/ACT All Subjects All Students 13% 0% 0% - - 0% - - - - 0% 0% * 0% - 0% 0% - * - *
CWD 11% * * - - * - - - - - * * - - - * - - - -
CWOD 13% 0% 0% - - 0% - - - - 0% 0% - 0% - 0% * - * - *
EL 1% - - - - - - - - - - - - - - - - - - - -
Male 17% 0% 0% - - 0% - - - - * 0% - 0% - 0% - - - - *
Female 10% 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 (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 2021-22 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 78 * * 77 * - - * 72 * -
CWD * * - * - - - - * * -
CWOD 77 - * 77 * - - * 71 - -
EL ✧ - - - - - - - - - - -
Male 76 * * 76 - - - * 71 * -
Female 80 - * 79 * - - * 74 - -
Mathematics
All Students 81 * * 79 - * - * 83 20 -
CWD 20 - - 20 - - - - * 20 -
CWOD 86 * * 85 - * - * 94 - -
EL ✧ - - - - - - - - - - -
Male 82 * - 79 - - - * 88 * -
Female 79 - * 79 - * - - 72 * -

- 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 2021.

  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 2021
All Students 95.2% - * 94.6% - * - * 89.5% 100.0% * * -
CWD 100.0% - - 100.0% - - - - * 100.0% - - -
CWOD 94.7% - * 94.0% - * - * 88.2% - * * -
EL ✧ * - - - - * - - * - * - -
Male 94.4% - * 93.3% - * - * 91.7% * * - -
Female 96.3% - - 96.2% - * - - 85.7% * - * -

- 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 2022 TELPAS (Texas English Language Proficiency Assessment System) data. (EL: English learner)

Total EL in Class Proficiency of EL Rate of Proficiency
* * *

- 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 the other indicators of 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 61 39 49 62 * 67 - 51 56 12 *
School Quality (College, Career, and Military Readiness Performance)
%Students meeting CCMR 70% - * 70% - * - * 53% 71% -

- 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    
Interim Goals (2023-2027) 52% 42% 46% 66% 51% 78% 53% 62% 43% 31% 39%
Target Met Y     Y         Y    
Interim Goals (2028-2032) 62% 54% 58% 73% 62% 82% 63% 70% 55% 45% 52%
Target Met Y     Y         Y    
Long-Term Goals 72% 66% 69% 80% 72% 87% 73% 78% 67% 60% 65%
Target Met N     N         N    
Mathematics
Interim Goals (2018-2022) 46% 31% 40% 59% 45% 82% 50% 54% 36% 23% 40%
Target Met Y     Y         Y    
Interim Goals (2023-2027) 54% 41% 49% 65% 53% 85% 57% 61% 45% 34% 49%
Target Met Y     Y         Y    
Interim Goals (2028-2032) 63% 54% 59% 73% 63% 88% 66% 69% 57% 48% 59%
Target Met Y     Y         Y    
Long-Term Goals 73% 66% 70% 80% 73% 91% 75% 77% 68% 62% 70%
Target Met Y     Y         Y    
English Learner Language Proficiency Status
Interim Goals (2018-2022)                     36%
Target Met                      
Interim Goals (2023-2027)                     38%
Target Met                      
Interim Goals (2028-2032)                     40%
Target Met                      
Long-Term Goals                     40%
Target Met                      
Federal Graduation StatusΔ
Interim Goals (2018-2022) 90% 90% 90% 90% 90% 90% 90% 90% 90% 90% 90%
Target Met Y     Y              
Interim Goals (2023-2027) 92% 92% 92% 92% 92% 92% 92% 92% 92% 92% 92%
Target Met Y     Y              
Interim Goals (2028-2032) 94% 94% 94% 94% 94% 94% 94% 94% 94% 94% 94%
Target Met Y     Y              
Long-Term Goals 94% 94% 94% 94% 94% 94% 94% 94% 94% 94% 94%
Target Met Y     Y              

  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 for the 2021-22 school year. (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 99% 100% 92% 99% * 100% - 100% 99% 99% 94% 99% * 99% 99% -
CWD 94% * - 93% - - - - 100% 86% 94% - - 92% 100% -
CWOD 99% * 92% 100% * 100% - 100% 99% 100% - 99% * 100% 99% -
EL * - * - - - - - - * - * * - * -
Male 99% 100% * 99% - - - 100% 100% 98% 92% 100% - 99% - -
Female 99% - 88% 99% * 100% - 100% 99% 99% 100% 99% * - 99% -
Reading All Students 98% * 100% 98% * * - 100% 100% 97% 89% 99% * 98% 99% -
CWD 89% * - 88% - - - - 100% 75% 89% - - 87% * -
CWOD 99% * 100% 99% * * - 100% 100% 99% - 99% * 100% 99% -
EL * - * - - - - - - * - * * - * -
Male 98% * * 98% - - - 100% 100% 97% 87% 100% - 98% - -
Female 99% - * 99% * * - * 100% 98% * 99% * - 99% -
Mathematics All Students 100% * * 100% - * - * 100% 100% 100% 100% - 100% 100% -
CWD 100% - - 100% - - - - * * 100% - - * * -
CWOD 100% * * 100% - * - * 100% 100% - 100% - 100% 100% -
EL - - - - - - - - - - - - - - - -
Male 100% * * 100% - - - * 100% 100% * 100% - 100% - -
Female 100% - * 100% - * - * 100% 100% * 100% - - 100% -
Science All Students 99% * * 100% * * - * 98% 100% 100% 99% - 100% 98% -
CWD 100% * - 100% - - - - * * 100% - - 100% * -
CWOD 99% - * 100% * * - * 98% 100% - 99% - 100% 98% -
EL - - - - - - - - - - - - - - - -
Male 100% * - 100% - - - * 100% 100% 100% 100% - 100% - -
Female 98% - * 100% * * - * 96% 100% * 98% - - 98% -
SAT/ACT All Subjects All Students 100% - - 100% - - - - 100% 100% * 100% - 100% 100% -
CWD * - - * - - - - - * * - - - * -
CWOD 100% - - 100% - - - - 100% 100% - 100% - 100% * -
EL - - - - - - - - - - - - - - - -
Male 100% - - 100% - - - - * 100% - 100% - 100% - -
Female 100% - - 100% - - - - * * * * - - 100% -
Non-Participation Rate
All Subjects All Students 1% 0% 8% 1% * 0% - 0% 1% 1% 6% 1% * 1% 1% -
CWD 6% * - 7% - - - - 0% 14% 6% - - 8% 0% -
CWOD 1% * 8% 0% * 0% - 0% 1% 0% - 1% * 0% 1% -
EL * - * - - - - - - * - * * - * -
Male 1% 0% * 1% - - - 0% 0% 2% 8% 0% - 1% - -
Female 1% - 12% 1% * 0% - 0% 1% 1% 0% 1% * - 1% -
Reading All Students 2% * 0% 2% * * - 0% 0% 3% 11% 1% * 2% 1% -
CWD 11% * - 12% - - - - 0% 25% 11% - - 13% * -
CWOD 1% * 0% 1% * * - 0% 0% 1% - 1% * 0% 1% -
EL * - * - - - - - - * - * * - * -
Male 2% * * 2% - - - 0% 0% 3% 13% 0% - 2% - -
Female 1% - * 1% * * - * 0% 2% * 1% * - 1% -
Mathematics All Students 0% * * 0% - * - * 0% 0% 0% 0% - 0% 0% -
CWD 0% - - 0% - - - - * * 0% - - * * -
CWOD 0% * * 0% - * - * 0% 0% - 0% - 0% 0% -
EL - - - - - - - - - - - - - - - -
Male 0% * * 0% - - - * 0% 0% * 0% - 0% - -
Female 0% - * 0% - * - * 0% 0% * 0% - - 0% -
Science All Students 1% * * 0% * * - * 2% 0% 0% 1% - 0% 2% -
CWD 0% * - 0% - - - - * * 0% - - 0% * -
CWOD 1% - * 0% * * - * 2% 0% - 1% - 0% 2% -
EL - - - - - - - - - - - - - - - -
Male 0% * - 0% - - - * 0% 0% 0% 0% - 0% - -
Female 2% - * 0% * * - * 4% 0% * 2% - - 2% -
SAT/ACT All Subjects All Students 0% - - 0% - - - - 0% 0% * 0% - 0% 0% -
CWD * - - * - - - - - * * - - - * -
CWOD 0% - - 0% - - - - 0% 0% - 0% - 0% * -
EL - - - - - - - - - - - - - - - -
Male 0% - - 0% - - - - * 0% - 0% - 0% - -
Female 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 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 17 0 1 13 0 0 0 3 0    
Female 3 0 0 3 0 0 0 0 0    
Total 20 0 1 16 0 0 0 3 0    
Out-of-School Suspensions
  Male 5 0 0 5 0 0 0 0 0    
Female 4 0 0 4 0 0 0 0 0    
Total 9 0 0 9 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 0 3 0 0 0 0 0   6
Female 1 0 0 1 0 0 0 0 0   1
Total 4 0 0 4 0 0 0 0 0   7
Out-of-School Suspensions
  Male 0 0 0 0 0 0 0 0 0   0
Female 1 0 0 1 0 0 0 0 0   1
Total 1 0 0 1 0 0 0 0 0   1
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 13 1 -8 10 1 -8 -8 1 -8 1 -8
Female 20 -8 -8 18 -8 -8 -8 2 -8 1 -8
Total 33 1 -8 28 1 -8 -8 3 -8 2 -8

  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 0
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

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 48 0 0 48 0 0 0 0 0 5
Female 78 0 4 69 2 0 0 3 0 0
Total 126 0 4 117 2 0 0 3 0 5

- 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.

Low Poverty School
  All School
  Number Percent
Inexperienced Teachers, Principals, and Other School Leaders 8.6 21.2%
Teachers Teaching with Emergency or Provisional Credentials 0.0 -
Teacher Who Are Not Teaching in the Subject or Field for Which
the Teacher is Certified or Licensed		 6.4 16.2%

- 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 preceding fiscal year.
To be updated by June 30th, 2023.

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 2021-22 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 6,584 2% - - - -
Mathematics 6,587 2% - - - -
Grade 4
Reading 6,404 2% * 1% - -
Mathematics 6,408 2% * 1% - -
Grade 5
Reading 6,204 2% - - - -
Mathematics 6,205 2% - - - -
Science 6,200 2% - - - -
Grade 6
Reading 6,181 2% - - - -
Mathematics 6,177 2% - - - -
Grade 7
Reading 6,130 1% - - - -
Mathematics 6,120 2% - - - -
Grade 8
Reading 5,794 1% - - - -
Mathematics 5,803 2% - - - -
Science 5,796 1% - - - -
End of Course
English I 6,009 1% - - - -
English II 5,490 1% - - - -
Algebra I 5,993 1% - - - -
Biology 5,860 1% - - - -
All Grades
All Subjects 109,954 1% * 0% - -
Reading 48,805 1% * 0% - -
Mathematics 43,293 1% * 0% - -
Science 17,856 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 2022 National Assessment of Educational Progress, compared to the national average of such results.

State Level: 2022 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 42 37 58 63 30 33 7 9
Black 51 56 49 44 19 17 3 3
Hispanic 52 50 48 50 20 21 3 4
White 26 27 74 73 44 42 10 11
American Indian * 57 * 43 * 18 * 3
Asian 8 17 92 83 71 58 31 24
Pacific Islander * 50 * 50 * 23 * 6
Two or More Races 28 32 72 68 41 38 8 11
EcoDis 54 52 46 48 18 19 3 3
Students with Disabilities 77 73 23 27 7 10 1 2
English Language Learners 57 67 43 33 16 10 2 1
Mathematics Overall 22 25 78 75 38 36 8 8
Black 33 45 67 55 21 15 2 1
Hispanic 27 36 73 64 27 22 3 3
White 10 14 90 86 57 48 13 10
American Indian * 41 * 59 * 22 * 4
Asian 3 9 97 91 73 63 27 24
Pacific Islander * 38 * 62 * 22 * 3
Two or More Races 10 22 90 78 58 38 23 9
EcoDis 31 38 69 62 24 20 3 2
Students with Disabilities 51 56 49 44 18 14 2 2
English Language Learners 31 48 69 52 26 14 3 2
Grade 8 Reading Overall 34 30 66 70 23 31 2 4
Black 45 47 55 53 17 16 1 1
Hispanic 41 39 59 61 16 21 1 2
White 24 22 76 78 30 38 2 5
American Indian * 45 * 55 * 18 * 2
Asian 8 14 92 86 60 56 11 12
Pacific Islander * 35 * 65 * 25 * 2
Two or More Races 28 27 72 73 32 35 5 6
EcoDis 42 42 58 58 16 19 1 1
Students with Disabilities 74 69 26 31 5 7 1 n/a
English Language Learners 53 68 47 32 10 5 n/a n/a
Mathematics Overall 39 38 61 62 24 26 5 7
Black 54 62 46 38 11 9 2 1
Hispanic 46 51 54 49 16 14 2 2
White 28 26 72 74 36 35 8 9
American Indian * 55 * 45 * 13 * 2
Asian 10 14 90 86 57 58 27 27
Pacific Islander * 50 * 50 * 17 * 5
Two or More Races 26 37 74 63 30 28 3 7
EcoDis 49 54 51 46 15 13 2 2
Students with Disabilities 81 77 19 23 4 5 n/a 1
English Language Learners 60 76 40 24 8 4 1 n/a

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

State Level: 2022 NAEP Participation Rates for Students with Disabilities and English Learners
Grade Subject Student Group Rate
Grade 4 Reading Students with Disabilities 89%
English Learners 95%
Mathematics Students with Disabilities 87%
English Learners 95%
Grade 8 Reading Students with Disabilities 89%
English Learners 97%
Mathematics Students with Disabilities 93%
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 2019-20 school year enrolled in a Texas public postsecondary education institution in the 2020-21 academic year in (I) programs of public postsecondary education in Texas; (II) programs of private postsecondaryeducation in Texas; and (III) programs of postsecondary education outside Texas. (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 41% * * 40% - * - - 40% * *
In-State Private Institutions - - - - - - - - - - -
Out-of-State Institutions 22% - * 24% - - - - * - -

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

Part (xiv): Additional Information - Chronic Absenteeism

This section provides information on the Chronic Absenteeism per EDFacts definition: percent of unduplicated number of K - 12 students enrolled in a school for at least 10 days and absent for 10% or more days during the 2020-21 school 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
Chronic Absenteeism Rate 15% 9% 29% 14% * * - 36% 20% 14% *

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

      TEA | Analytics, Assessment, and Reporting | Performance Reporting