TEA

Part (i): Description of State Accountability SystemPart (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	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%
	Baseline 2016-17 Rates	44%	32%	37%	60%	43%	74%	45%	56%	33%	19%	29%
Mathematics	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%
	Baseline 2016-17 Rates	46%	31%	40%	59%	45%	82%	50%	54%	36%	23%	40%
EL Progress
	2017-18 through 2021-22											36%
	2022-23 through 2026-27											38%
	2027-28 through 2031-32											40%
	Baseline 2016-17 Rates											41%
Graduation Rate: 4-Year Longitudinal Rate Δ
	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%
	Baseline 2016-17 Rates	89%	85%	87%	93%	86%	95%	89%	92%	86%	78%	72%

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.

	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	92.2%	81.0%	90.0%	94.9%	80.0%	97.9%	-	91.2%	83.8%	70.9%	78.9%	69.0%	*
CWD	70.9%	80.0%	64.3%	65.9%	*	*	-	*	63.4%	70.9%	*	50.0%	*
CWOD	94.2%	81.2%	91.9%	97.3%	*	97.9%	-	93.3%	87.4%	-	77.8%	73.9%	-
EL ✧	78.9%	-	70.0%	*	*	93.3%	-	-	75.0%	*	78.9%	-	-
Male	90.3%	75.4%	86.3%	94.3%	*	97.4%	-	88.9%	82.3%	65.2%	75.0%	71.4%	-
Female	93.9%	85.5%	93.1%	95.5%	*	98.3%	-	93.8%	85.1%	77.5%	83.3%	66.7%	*

-	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.

-	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.

		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 (i): Description of State Accountability System

Part (ii): Student Achievement by Proficiency Level

Part (iii): Academic Growth and Graduation Rate

Part (iv): English Language Proficiency

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

Part (vi): Goal Meeting Status

Part (vii): STAAR Participation

Part (viii): Civil Rights Data

Part (ix): Teacher Quality Data

Part (x): Per-pupil Expenditure

Part (xi): STAAR Alternate 2 Participation

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

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

Part (xiv): Additional Information - Chronic Absenteeism

	Texas Education Agency
2022 Federal Report Card
COLLEGE STATION ISD (021901) - BRAZOS COUNTY

	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	76	69	76	77	68	85	82	77	72	66	75
CWD	66	63	64	69	*	82	*	77	65	66	71
CWOD	78	71	79	78	63	85	88	76	74	-	76
EL ✧	75	*	75	60	*	88	*	-	76	71	75
Male	74	66	73	75	67	86	*	78	71	66	74
Female	79	73	80	79	69	83	71	75	74	67	76
Mathematics
All Students	70	61	68	73	88	85	83	72	63	57	65
CWD	57	54	55	59	*	47	*	67	52	57	47
CWOD	73	64	70	75	86	88	78	72	67	-	69
EL ✧	65	50	65	66	80	64	*	-	64	47	65
Male	69	58	66	72	90	86	80	73	62	56	63
Female	72	65	69	74	83	85	86	71	65	58	67

	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	57	31	48	67	56	81	49	57	38	29	35
School Quality (College, Career, and Military Readiness Performance)
%Students meeting CCMR	66%	27%	62%	72%	*	91%	-	61%	48%	45%	45%

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

	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).

		District	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%	99%	99%	99%	100%	99%	98%	100%	99%	99%	99%	99%	99%	99%	99%	100%
	CWD	99%	99%	99%	99%	100%	100%	100%	100%	99%	99%	99%	-	100%	99%	99%	100%
	CWOD	99%	98%	99%	99%	100%	99%	98%	99%	99%	99%	-	99%	99%	99%	99%	*
	EL	99%	100%	99%	100%	100%	100%	100%	*	99%	100%	100%	99%	99%	99%	100%	*
	Male	99%	99%	99%	99%	100%	99%	100%	99%	99%	99%	99%	99%	99%	99%	-	100%
	Female	99%	98%	100%	100%	100%	100%	97%	100%	99%	100%	99%	99%	100%	-	99%	-
Reading	All Students	99%	99%	99%	100%	100%	100%	100%	99%	99%	100%	99%	99%	100%	99%	100%	*
	CWD	99%	99%	100%	99%	*	100%	*	100%	99%	99%	99%	-	100%	99%	99%	*
	CWOD	99%	99%	99%	100%	100%	100%	100%	99%	99%	100%	-	99%	100%	99%	100%	*
	EL	100%	100%	100%	100%	100%	100%	*	*	100%	100%	100%	100%	100%	100%	100%	*
	Male	99%	99%	99%	99%	100%	100%	100%	99%	99%	99%	99%	99%	100%	99%	-	*
	Female	100%	99%	100%	100%	100%	100%	100%	99%	99%	100%	99%	100%	100%	-	100%	-
Mathematics	All Students	99%	98%	99%	99%	100%	99%	96%	100%	99%	99%	99%	99%	99%	99%	99%	*
	CWD	99%	99%	99%	100%	*	100%	*	100%	99%	99%	99%	-	100%	99%	99%	*
	CWOD	99%	98%	99%	99%	100%	99%	95%	100%	99%	99%	-	99%	99%	99%	99%	*
	EL	99%	100%	99%	100%	100%	99%	*	*	98%	100%	100%	99%	99%	99%	99%	*
	Male	99%	98%	98%	99%	100%	99%	100%	99%	99%	99%	99%	99%	99%	99%	-	*
	Female	99%	98%	100%	100%	100%	100%	92%	100%	99%	100%	99%	99%	99%	-	99%	-
Science	All Students	99%	99%	99%	99%	100%	98%	100%	100%	99%	99%	99%	99%	99%	99%	99%	*
	CWD	99%	99%	98%	99%	*	100%	-	100%	100%	98%	99%	-	100%	99%	99%	*
	CWOD	99%	99%	99%	99%	100%	98%	100%	100%	99%	99%	-	99%	99%	99%	99%	-
	EL	99%	100%	99%	100%	*	100%	*	-	99%	100%	100%	99%	99%	99%	99%	-
	Male	99%	100%	99%	99%	100%	97%	*	100%	99%	99%	99%	99%	99%	99%	-	*
	Female	99%	98%	99%	99%	100%	99%	100%	100%	99%	99%	99%	99%	99%	-	99%	-
SAT/ACT All Subjects	All Students	93%	78%	92%	95%	*	92%	*	100%	84%	95%	*	93%	-	91%	96%	-
	CWD	*	*	*	*	-	*	-	-	*	*	*	-	-	*	*	-
	CWOD	93%	76%	92%	95%	*	92%	*	100%	84%	95%	-	93%	-	91%	96%	-
	EL	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-
	Male	91%	78%	88%	93%	*	89%	-	*	83%	92%	*	91%	-	91%	-	-
	Female	96%	78%	94%	98%	-	96%	*	100%	85%	98%	*	96%	-	-	96%	-
Non-Participation Rate
All Subjects	All Students	1%	1%	1%	1%	0%	1%	2%	0%	1%	1%	1%	1%	1%	1%	1%	0%
	CWD	1%	1%	1%	1%	0%	0%	0%	0%	1%	1%	1%	-	0%	1%	1%	0%
	CWOD	1%	2%	1%	1%	0%	1%	2%	1%	1%	1%	-	1%	1%	1%	1%	*
	EL	1%	0%	1%	0%	0%	0%	0%	*	1%	0%	0%	1%	1%	1%	0%	*
	Male	1%	1%	1%	1%	0%	1%	0%	1%	1%	1%	1%	1%	1%	1%	-	0%
	Female	1%	2%	0%	0%	0%	0%	3%	0%	1%	0%	1%	1%	0%	-	1%	-
Reading	All Students	1%	1%	1%	0%	0%	0%	0%	1%	1%	0%	1%	1%	0%	1%	0%	*
	CWD	1%	1%	0%	1%	*	0%	*	0%	1%	1%	1%	-	0%	1%	1%	*
	CWOD	1%	1%	1%	0%	0%	0%	0%	1%	1%	0%	-	1%	0%	1%	0%	*
	EL	0%	0%	0%	0%	0%	0%	*	*	0%	0%	0%	0%	0%	0%	0%	*
	Male	1%	1%	1%	1%	0%	0%	0%	1%	1%	1%	1%	1%	0%	1%	-	*
	Female	0%	1%	0%	0%	0%	0%	0%	1%	1%	0%	1%	0%	0%	-	0%	-
Mathematics	All Students	1%	2%	1%	1%	0%	1%	4%	0%	1%	1%	1%	1%	1%	1%	1%	*
	CWD	1%	1%	1%	0%	*	0%	*	0%	1%	1%	1%	-	0%	1%	1%	*
	CWOD	1%	2%	1%	1%	0%	1%	5%	0%	1%	1%	-	1%	1%	1%	1%	*
	EL	1%	0%	1%	0%	0%	1%	*	*	2%	0%	0%	1%	1%	1%	1%	*
	Male	1%	2%	2%	1%	0%	1%	0%	1%	1%	1%	1%	1%	1%	1%	-	*
	Female	1%	2%	0%	0%	0%	0%	8%	0%	1%	0%	1%	1%	1%	-	1%	-
Science	All Students	1%	1%	1%	1%	0%	2%	0%	0%	1%	1%	1%	1%	1%	1%	1%	*
	CWD	1%	1%	2%	1%	*	0%	-	0%	0%	2%	1%	-	0%	1%	1%	*
	CWOD	1%	1%	1%	1%	0%	2%	0%	0%	1%	1%	-	1%	1%	1%	1%	-
	EL	1%	0%	1%	0%	*	0%	*	-	1%	0%	0%	1%	1%	1%	1%	-
	Male	1%	0%	1%	1%	0%	3%	*	0%	1%	1%	1%	1%	1%	1%	-	*
	Female	1%	2%	1%	1%	0%	1%	0%	0%	1%	1%	1%	1%	1%	-	1%	-
SAT/ACT All Subjects	All Students	7%	22%	8%	5%	*	8%	*	0%	16%	5%	*	7%	-	9%	4%	-
	CWD	*	*	*	*	-	*	-	-	*	*	*	-	-	*	*	-
	CWOD	7%	24%	8%	5%	*	8%	*	0%	16%	5%	-	7%	-	9%	4%	-
	EL	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-
	Male	9%	22%	12%	7%	*	11%	-	*	17%	8%	*	9%	-	9%	-	-
	Female	4%	22%	6%	2%	-	4%	*	0%	15%	2%	*	4%	-	-	4%	-

		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.

	All Schools		High-Poverty Schools		Low-Poverty Schools
	Number	Percent	Number	Percent	Number	Percent
Inexperienced Teachers, Principals, and Other School Leaders	109.9	10.4%			70.0	9.6%
Teachers Teaching with Emergency or Provisional Credentials	34.5	3.4%			26.5	3.8%
Teacher Who Are Not Teaching in the Subject or Field for Which the Teacher is Certified or Licensed	85.6	8.5%			71.0	10.2%

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

		State & Local and Federal	State & Local			Federal
	Enrollment	Total	Site	District Allocation	Total	Site	District Allocation	Total
Business/central/other support services		$462		$459	$459		$3	$3
Food services		$533		$0	$0	$471	$62	$533
Instruction		$5,927	$5,371	$86	$5,457	$281	$189	$470
Support services, general administration		$129		$129	$129
Support services, instructional staff		$430	$264	$10	$274	$7	$149	$156
Support services, operation and maintenance of plant		$1,191	$529	$578	$1,107	$25	$60	$84
Support services, pupils		$527	$430	$17	$447	$26	$54	$80
Support services, school administration		$465	$455	$1	$457	$0	$9	$9
Support services, student transportation		$310		$301	$301		$9	$9
Total	14,138	$9,973	$7,050	$1,580	$8,629	$809	$535	$1,344
Campus Level PPE Summary Report Note: Downloadable PDF and Excel files are available.

	State Number of ALT2	State Rate of ALT2	Region 06 Number of ALT2	Region 06 Rate of ALT2	District Number of ALT2	District Rate of ALT2
Grade 3
Reading	6,584	2%	250	2%	29	3%
Mathematics	6,587	2%	250	2%	29	3%
Grade 4
Reading	6,404	2%	237	1%	23	2%
Mathematics	6,408	2%	237	1%	23	2%
Grade 5
Reading	6,204	2%	218	1%	10	1%
Mathematics	6,205	2%	218	1%	10	1%
Science	6,200	2%	218	1%	10	1%
Grade 6
Reading	6,181	2%	248	1%	24	2%
Mathematics	6,177	2%	247	1%	24	2%
Grade 7
Reading	6,130	1%	232	1%	10	1%
Mathematics	6,120	2%	232	2%	10	1%
Grade 8
Reading	5,794	1%	210	1%	11	1%
Mathematics	5,803	2%	210	1%	11	1%
Science	5,796	1%	210	1%	11	1%
End of Course
English I	6,009	1%	208	1%	11	1%
English II	5,490	1%	194	1%	12	1%
Algebra I	5,993	1%	209	1%	12	1%
Biology	5,860	1%	188	1%	12	1%
All Grades
All Subjects	109,954	1%	4,016	1%	282	1%
Reading	48,805	1%	1,797	1%	130	1%
Mathematics	43,293	1%	1,603	1%	119	2%
Science	17,856	1%	616	1%	33	1%

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

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.

	All Students	African American	Hispanic	White	American Indian	Asian	Pacific Islander	Two or More Races	Econ Disadv	CWD	EL
In-State Public Institutions	57%	43%	48%	62%	*	77%	-	43%	40%	24%	37%
In-State Private Institutions	4%	7%	*	4%	-	*	-	*	3%	*	*
Out-of-State Institutions	7%	6%	5%	8%	-	9%	-	*	5%	*	*