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 10 assessments or students for the all student group or any subgroup for every indicator.
Part (i)(II) the long-term goals and measurements of interim progress for all students and for each of the subgroups of students  (not applicable to district and state report cards). 

State ESSA Goals (HS/K-12 & AEA)
		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 Rates	44%	32%	36%	62%	43%	74%	45%	58%	33%	13%	20%
	2022-23 through 2026-27	44%	32%	36%	62%	43%	74%	45%	58%	33%	13%	20%
	2027-28 through 2031-32	53%	43%	47%	68%	53%	78%	54%	65%	44%	28%	33%
	2032-33 through 2036-37	62%	54%	58%	74%	63%	82%	63%	72%	55%	43%	46%
	2037-38	72%	66%	68%	81%	72%	87%	73%	79%	67%	57%	60%
Mathematics	Baseline Rates	38%	26%	35%	48%	37%	72%	41%	44%	32%	15%	31%
	2022-23 through 2026-27	38%	26%	35%	48%	37%	72%	41%	44%	32%	15%	31%
	2027-28 through 2031-32	48%	38%	46%	57%	48%	77%	51%	53%	43%	29%	43%
	2032-33 through 2036-37	58%	50%	57%	66%	59%	82%	61%	62%	54%	43%	55%
	2037-38	69%	63%	68%	74%	69%	86%	71%	72%	66%	58%	66%
EL Progress
	Baseline Rates											34%
	2022-23 through 2026-27											34%
	2027-28 through 2031-32											36%
	2032-33 through 2036-37											38%
	2037-38											40%
Graduation Rate: 4-Year Longitudinal Rate
	Baseline Rates	90.0%	86.3%	88.1%	93.8%	87.4%	96.7%	88.3%	90.8%	86.7%	79.7%	80.0%
	2022-23 through 2026-27	90.0%	86.3%	88.1%	93.8%	87.4%	96.7%	88.3%	90.8%	86.7%	79.7%	80.0%
	2027-28 through 2031-32	92.7%	90.2%	91.4%	95.2%	90.9%	97.1%	91.5%	93.2%	90.5%	85.8%	86.0%
	2032-33 through 2036-37	95.4%	94.1%	94.7%	96.6%	94.4%	97.5%	94.7%	95.6%	94.3%	91.9%	92.0%
	2037-38	98.0%	98.0%	98.0%	98.0%	98.0%	98.0%	98.0%	98.0%	98.0%	98.0%	98.0%

State ESSA Goals (Middle Schools)
		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 Rates	44%	32%	35%	59%	44%	74%	46%	56%	31%	19%	28%
	2022-23 through 2026-27	44%	32%	35%	59%	44%	74%	46%	56%	31%	19%	28%
	2027-28 through 2031-32	53%	43%	46%	66%	53%	78%	55%	63%	43%	33%	40%
	2032-33 through 2036-37	62%	54%	57%	73%	62%	82%	64%	70%	55%	47%	52%
	2037-38	72%	66%	68%	80%	72%	87%	73%	78%	66%	60%	64%
Mathematics	Baseline Rates	47%	32%	39%	61%	47%	85%	52%	56%	35%	21%	36%
	2022-23 through 2026-27	47%	32%	39%	61%	47%	85%	52%	56%	35%	21%	36%
	2027-28 through 2031-32	56%	43%	49%	68%	56%	88%	60%	63%	46%	34%	47%
	2032-33 through 2036-37	65%	54%	59%	75%	65%	91%	68%	70%	57%	47%	58%
	2037-38	74%	66%	70%	81%	74%	93%	76%	78%	68%	61%	68%
EL Progress
	Baseline Rates											44%
	2022-23 through 2026-27											44%
	2027-28 through 2031-32											46%
	2032-33 through 2036-37											48%
	2037-38											50%

State ESSA Goals (Elementary Schools)
		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 Rates	46%	34%	39%	59%	44%	73%	46%	55%	35%	26%	37%
	2022-23 through 2026-27	46%	34%	39%	59%	44%	73%	46%	55%	35%	26%	37%
	2027-28 through 2031-32	55%	45%	49%	66%	53%	78%	55%	63%	46%	38%	48%
	2032-33 through 2036-37	64%	56%	59%	73%	62%	83%	64%	71%	57%	50%	59%
	2037-38	73%	67%	70%	80%	72%	87%	73%	78%	68%	63%	69%
Mathematics	Baseline Rates	49%	33%	44%	60%	47%	82%	51%	55%	40%	29%	45%
	2022-23 through 2026-27	49%	33%	44%	60%	47%	82%	51%	55%	40%	29%	45%
	2027-28 through 2031-32	58%	44%	53%	67%	56%	85%	59%	63%	50%	41%	54%
	2032-33 through 2036-37	67%	55%	62%	74%	65%	88%	67%	71%	60%	53%	63%
	2037-38	75%	67%	72%	80%	74%	91%	76%	78%	70%	65%	73%
EL Progress
	Baseline Rates											49%
	2022-23 through 2026-27											49%
	2027-28 through 2031-32											51%
	2032-33 through 2036-37											53%
	2037-38											55%

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-12s; 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, and AEAs	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. Total points for each component are determined by multiplying the percentage of evaluated indicators met by the corresponding weight and rounding to one decimal place. The Closing the Gaps domain score is the sum of the total points rounded to the nearest whole number and is further used to differentiate all public schools. See the accountability manual for details.   Chapter 4-2023 Closing the Gaps Domain
(cc) the methodology by which the State differentiates a school as consistently underperforming for any subgroup of students.Texas uses the Closing the Gaps domain to identify campuses that have consistently under-performing 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 2019, 2022, and 2023 are considered consecutive years for 2023 TSI identification. See the accountability manual for details.  Chapter 10-2023 Identification of Schools for Improvement
(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. First, Texas determines the bottom five percent of Closing the Gaps outcomes by rank ordering the scaled scores of Title I campuses by schooltype - 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. Title I campuses that rank in their school type's bottom five percent are identified for CSI. Any Title I campus identified for Additional Targeted Support (ATS) for three consecutive years will be identified for CSI the following school year.
Part (i)(V) the number and names of all public schools in the State identified by the State for comprehensive support and improvement 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 type's bottom five percent of the Closing the Gaps domain for two consecutive years and have Closing the Gaps domain scaled score by the end of the second year that is higher than when originally identified are considered as having successfully exited. Campuses previously identified as CSI based solely on a graduation rate must have a four or six-year federal graduation rate of at least 66.7 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 2023
All Students	80.6%	75.7%	81.9%	82.8%	*	100.0%	-	90.9%	80.3%	72.1%	82.1%	65.0%	66.7%
CWD	72.1%	69.2%	71.1%	83.3%	-	*	-	*	72.6%	72.1%	77.8%	60.9%	*
CWOD	81.4%	76.9%	82.6%	82.7%	*	*	-	88.9%	81.0%	-	82.3%	65.7%	62.5%
EL ✧	82.1%	-	81.9%	-	*	-	-	-	82.6%	77.8%	82.1%	62.5%	-
Male	75.8%	69.1%	77.6%	78.7%	*	*	-	*	75.2%	71.2%	78.6%	62.0%	*
Female	85.7%	82.0%	86.7%	87.5%	*	*	-	87.5%	85.5%	74.1%	86.1%	67.4%	60.0%

-	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.

		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%	98%	99%	99%	100%	98%	*	99%	99%	98%	98%	99%	99%	98%	99%	100%
	CWD	98%	98%	99%	98%	*	*	-	99%	98%	98%	98%	-	100%	99%	98%	-
	CWOD	99%	98%	99%	99%	100%	100%	*	99%	99%	99%	-	99%	99%	98%	99%	100%
	EL	99%	100%	99%	100%	*	100%	*	*	99%	98%	100%	99%	99%	99%	100%	100%
	Male	98%	98%	99%	98%	100%	93%	*	99%	98%	99%	99%	98%	99%	98%	-	100%
	Female	99%	99%	99%	99%	100%	100%	*	99%	99%	98%	98%	99%	100%	-	99%	*
Reading	All Students	99%	98%	99%	98%	100%	95%	*	99%	99%	99%	98%	99%	99%	98%	99%	100%
	CWD	98%	98%	99%	98%	*	*	-	100%	98%	99%	98%	-	100%	99%	98%	-
	CWOD	99%	98%	99%	99%	100%	100%	*	99%	99%	99%	-	99%	99%	98%	99%	100%
	EL	99%	*	99%	*	*	100%	*	*	99%	98%	100%	99%	99%	99%	100%	100%
	Male	98%	97%	99%	98%	100%	83%	*	99%	98%	99%	99%	98%	99%	98%	-	100%
	Female	99%	98%	99%	99%	100%	100%	*	99%	99%	98%	98%	99%	100%	-	99%	*
Mathematics	All Students	99%	99%	99%	99%	100%	100%	-	99%	99%	98%	99%	99%	100%	99%	99%	*
	CWD	99%	99%	99%	99%	*	*	-	97%	99%	97%	99%	-	100%	99%	99%	-
	CWOD	99%	99%	99%	99%	100%	100%	-	100%	99%	99%	-	99%	100%	99%	99%	*
	EL	100%	*	100%	*	-	100%	-	*	100%	99%	100%	100%	100%	99%	100%	*
	Male	99%	98%	99%	99%	100%	100%	-	98%	99%	99%	99%	99%	99%	99%	-	*
	Female	99%	99%	99%	99%	*	100%	-	100%	99%	98%	99%	99%	100%	-	99%	*
Science	All Students	98%	97%	98%	98%	*	100%	-	98%	98%	98%	97%	98%	99%	98%	98%	*
	CWD	97%	96%	98%	96%	-	-	-	100%	97%	97%	97%	-	99%	98%	96%	-
	CWOD	98%	98%	98%	98%	*	100%	-	98%	98%	99%	-	98%	99%	98%	99%	*
	EL	99%	*	99%	*	-	*	-	-	99%	98%	99%	99%	99%	99%	99%	*
	Male	98%	97%	98%	97%	*	*	-	100%	98%	98%	98%	98%	99%	98%	-	-
	Female	98%	98%	99%	99%	-	100%	-	97%	98%	98%	96%	99%	99%	-	98%	*
SAT/ACT All Subjects	All Students	90%	89%	87%	100%	-	*	-	*	88%	95%	*	90%	*	91%	89%	-
	CWD	*	-	-	*	-	-	-	-	*	-	*	-	-	*	-	-
	CWOD	90%	89%	87%	100%	-	*	-	*	88%	95%	-	90%	*	91%	89%	-
	EL	*	-	*	-	-	-	-	-	*	*	-	*	*	*	*	-
	Male	91%	100%	88%	100%	-	-	-	-	88%	100%	*	91%	*	91%	-	-
	Female	89%	80%	87%	100%	-	*	-	*	88%	90%	-	89%	*	-	89%	-
Non-Participation Rate
All Subjects	All Students	1%	2%	1%	1%	0%	2%	*	1%	1%	2%	2%	1%	1%	2%	1%	0%
	CWD	2%	2%	1%	2%	*	*	-	1%	2%	2%	2%	-	0%	1%	2%	-
	CWOD	1%	2%	1%	1%	0%	0%	*	1%	1%	1%	-	1%	1%	2%	1%	0%
	EL	1%	0%	1%	0%	*	0%	*	*	1%	2%	0%	1%	1%	1%	0%	0%
	Male	2%	2%	1%	2%	0%	7%	*	1%	2%	1%	1%	2%	1%	2%	-	0%
	Female	1%	1%	1%	1%	0%	0%	*	1%	1%	2%	2%	1%	0%	-	1%	*
Reading	All Students	1%	2%	1%	2%	0%	5%	*	1%	1%	1%	2%	1%	1%	2%	1%	0%
	CWD	2%	2%	1%	2%	*	*	-	0%	2%	1%	2%	-	0%	1%	2%	-
	CWOD	1%	2%	1%	1%	0%	0%	*	1%	1%	1%	-	1%	1%	2%	1%	0%
	EL	1%	*	1%	*	*	0%	*	*	1%	2%	0%	1%	1%	1%	0%	0%
	Male	2%	3%	1%	2%	0%	17%	*	1%	2%	1%	1%	2%	1%	2%	-	0%
	Female	1%	2%	1%	1%	0%	0%	*	1%	1%	2%	2%	1%	0%	-	1%	*
Mathematics	All Students	1%	1%	1%	1%	0%	0%	-	1%	1%	2%	1%	1%	0%	1%	1%	*
	CWD	1%	1%	1%	1%	*	*	-	3%	1%	3%	1%	-	0%	1%	1%	-
	CWOD	1%	1%	1%	1%	0%	0%	-	0%	1%	1%	-	1%	0%	1%	1%	*
	EL	0%	*	0%	*	-	0%	-	*	0%	1%	0%	0%	0%	1%	0%	*
	Male	1%	2%	1%	1%	0%	0%	-	2%	1%	1%	1%	1%	1%	1%	-	*
	Female	1%	1%	1%	1%	*	0%	-	0%	1%	2%	1%	1%	0%	-	1%	*
Science	All Students	2%	3%	2%	2%	*	0%	-	2%	2%	2%	3%	2%	1%	2%	2%	*
	CWD	3%	4%	2%	4%	-	-	-	0%	3%	3%	3%	-	1%	2%	4%	-
	CWOD	2%	2%	2%	2%	*	0%	-	2%	2%	1%	-	2%	1%	2%	1%	*
	EL	1%	*	1%	*	-	*	-	-	1%	2%	1%	1%	1%	1%	1%	*
	Male	2%	3%	2%	3%	*	*	-	0%	2%	2%	2%	2%	1%	2%	-	-
	Female	2%	2%	1%	1%	-	0%	-	3%	2%	2%	4%	1%	1%	-	2%	*
SAT/ACT All Subjects	All Students	10%	11%	13%	0%	-	*	-	*	12%	5%	*	10%	*	9%	11%	-
	CWD	*	-	-	*	-	-	-	-	*	-	*	-	-	*	-	-
	CWOD	10%	11%	13%	0%	-	*	-	*	12%	5%	-	10%	*	9%	11%	-
	EL	*	-	*	-	-	-	-	-	*	*	-	*	*	*	*	-
	Male	9%	0%	12%	0%	-	-	-	-	12%	0%	*	9%	*	9%	-	-
	Female	11%	20%	13%	0%	-	*	-	*	12%	10%	-	11%	*	-	11%	-

		Total students	African American	Hispanic	White	Indian or Alaska Native	Asian	Pacific Islander	Two or More Races	EL	Students with Disabilities	Students with Disabilities (Section 504)
Students Without Disabilities
In-School Suspensions
	Male	0	0	0	0	0	0	0	0	0
	Female	0	0	0	0	0	0	0	0	0
	Total	0	0	0	0	0	0	0	0	0
Out-of-School Suspensions
	Male	0	0	0	0	0	0	0	0	0
	Female	0	0	0	0	0	0	0	0	0
	Total	0	0	0	0	0	0	0	0	0
Expulsions
With Educational Services	Male	0	0	0	0	0	0	0	0	0
	Female	0	0	0	0	0	0	0	0	0
	Total	0	0	0	0	0	0	0	0	0
Without Educational Services	Male	0	0	0	0	0	0	0	0	0
	Female	0	0	0	0	0	0	0	0	0
	Total	0	0	0	0	0	0	0	0	0
Under Zero Tolerance Policies	Male	0	0	0	0	0	0	0	0	0
	Female	0	0	0	0	0	0	0	0	0
	Total	0	0	0	0	0	0	0	0	0
School-Related Arrests
	Male	0	0	0	0	0	0	0	0	0
	Female	0	0	0	0	0	0	0	0	0
	Total	0	0	0	0	0	0	0	0	0
Referrals to Law Enforcement
	Male	0	0	0	0	0	0	0	0	0
	Female	0	0	0	0	0	0	0	0	0
	Total	0	0	0	0	0	0	0	0	0
Students With Disabilities
In-School Suspensions
	Male	0	0	0	0	0	0	0	0	0		0
	Female	0	0	0	0	0	0	0	0	0		0
	Total	0	0	0	0	0	0	0	0	0		0
Out-of-School Suspensions
	Male	0	0	0	0	0	0	0	0	0		0
	Female	0	0	0	0	0	0	0	0	0		0
	Total	0	0	0	0	0	0	0	0	0		0
Expulsions
With Educational Services	Male	0	0	0	0	0	0	0	0	0		0
	Female	0	0	0	0	0	0	0	0	0		0
	Total	0	0	0	0	0	0	0	0	0		0
Without Educational Services	Male	0	0	0	0	0	0	0	0	0		0
	Female	0	0	0	0	0	0	0	0	0		0
	Total	0	0	0	0	0	0	0	0	0		0
Under Zero Tolerance Policies	Male	0	0	0	0	0	0	0	0	0		0
	Female	0	0	0	0	0	0	0	0	0		0
	Total	0	0	0	0	0	0	0	0	0		0
School-Related Arrests
	Male	0	0	0	0	0	0	0	0	0		0
	Female	0	0	0	0	0	0	0	0	0		0
	Total	0	0	0	0	0	0	0	0	0		0
Referrals to Law Enforcement
	Male	0	0	0	0	0	0	0	0	0		0
	Female	0	0	0	0	0	0	0	0	0		0
	Total	0	0	0	0	0	0	0	0	0		0
All Students
Chronic Absenteeism
	Male	1,892	658	1,043	145	3	2	-	41	275	315	209
	Female	1,618	567	904	111	2	1	1	32	188	127	152
	Total	3,510	1,225	1,947	256	5	3	1	73	463	442	361

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

Part (xv): Section 1003 Fund

	Texas Education Agency
2023 Federal Report Card
WACO ISD (161914) - MCLENNAN 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	54	49	55	62	79	64	*	60	52	39	50
CWD	39	36	39	49	*	-	-	36	37	39	32
CWOD	57	52	57	66	85	64	*	65	55	-	52
EL ✧	50	*	50	*	*	*	-	*	49	32	50
Male	51	44	52	61	65	*	*	57	49	37	47
Female	57	55	58	64	*	70	-	62	56	42	52
Mathematics
All Students	61	57	62	66	54	81	-	62	60	57	58
CWD	57	52	58	66	*	-	-	61	56	57	54
CWOD	62	58	63	66	40	81	-	62	61	-	59
EL ✧	58	*	58	*	-	*	-	*	58	54	58
Male	60	53	62	67	*	*	-	59	59	57	57
Female	62	60	62	65	*	84	-	64	61	57	60

	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	30	23	32	44	38	64	*	37	29	17	25
School Quality (College, Career, and Military Readiness Performance)
%Students meeting CCMR	52%	38%	55%	63%	-	*	-	67%	49%	58%	39%

	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 without a weapon	0
Incidents of physical attack or fight with a weapon	2
Incidents of physical attack or fight without a weapon	11
Incidents of threats of physical attack with a weapon	0
Incidents of threats of physical attack without a weapon	2
Incidents of possession of a firearm or explosive device	2
Allegations of Harassment or bullying
On the basis of sex	5
On the basis of race	37
On the basis of disability	1
On the basis of sexual orientation	1
On the basis of religion	0

		Total students	African American	Hispanic	White	Indian or Alaska Native	Asian	Pacific Islander	Two or More Races	EL	Students with Disabilities
Preschool Programs
	Male	368	112	225	21	0	1	0	9	15	14
	Female	369	101	233	20	0	2	1	12	21	2
	Total	737	213	458	41	0	3	1	21	36	16
Accelerated Coursework
Advanced Placement Courses	Male	287	35	198	47	0	2	0	5	25	3
	Female	399	57	282	49	0	3	0	8	38	1
	Total	686	92	480	96	0	5	0	13	63	4
International Baccalaureate Courses	Male	-	-	-	-	-	-	-	-	-	-
	Female	-	-	-	-	-	-	-	-	-	-
	Total	-	-	-	-	-	-	-	-	-	-
Dual Enrollment/Dual Credit Programs	Male	205	28	136	32	0	3	0	6	15	7
	Female	270	31	202	27	1	3	1	5	6	0
	Total	475	59	338	59	1	6	1	11	21	7

	Blank cell indicates the student group is not applicable to this report.
-	Indicates there are no data available in the group.
-3	Indicates skip logic failure.
-5	Indicates Action Plan/Quick Plans.
-8	Indicates EDFacts missing data.
-9	Indicates not applicable / skipped.
-11	Indicates suppressed data at the campus/district level.
***	Indicates aggregated data at the state level is not available due to suppressed data at the campus level.

	All School		High-Poverty Schools		Low-Poverty Schools
	Number	Percent	Number	Percent	Number	Percent
Inexperienced Teachers, Principals, and Other School Leaders	253.4	23.9%	201.4	23.4%
Teachers Teaching with Emergency or Provisional Credentials	131.1	13.1%	108.6	13.4%
Teacher Who Are Not Teaching in the Subject or Field for Which the Teacher is Certified or Licensed	218.3	21.9%	177.6	21.9%

		State & Local and Federal	State & Local			Federal
	Enrollment	Total	Site	District Allocation	Total	Site	District Allocation	Total
Business/central/other support services		$741	$20	$692	$712	$15	$14	$29
Food services		$660				$184	$475	$660
Instruction		$7,510	$5,694	$479	$6,173	$439	$899	$1,337
Support services, general administration		$119		$119	$119
Support services, instructional staff		$1,279	$410	$173	$583	$308	$388	$696
Support services, operation and maintenance of plant		$1,700	$505	$893	$1,397	$2	$300	$302
Support services, pupils		$794	$515	$59	$575	$31	$189	$220
Support services, school administration		$764	$707	$14	$721	$9	$35	$44
Support services, student transportation		$235		$235	$235
Total	13,797	$13,802	$7,850	$2,664	$10,514	$987	$2,300	$3,287
Campus Level PPE Summary Report Note: Downloadable PDF and Excel files are available.

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

	State Number of ALT2	State Rate of ALT2	Region 12 Number of ALT2	Region 12 Rate of ALT2	District Number of ALT2	District Rate of ALT2
Grade 3
Reading	7,391	2%	324	2%	18	2%
Mathematics	7,386	2%	324	2%	18	2%
Grade 4
Reading	7,296	2%	306	2%	18	2%
Mathematics	7,293	2%	305	2%	18	2%
Grade 5
Reading	6,823	2%	261	2%	20	2%
Mathematics	6,825	2%	261	2%	20	2%
Science	6,820	2%	261	2%	20	2%
Grade 6
Reading	6,480	2%	284	2%	20	2%
Mathematics	6,481	2%	284	2%	20	2%
Grade 7
Reading	6,309	2%	235	2%	15	2%
Mathematics	6,300	2%	235	2%	15	2%
Grade 8
Reading	6,168	1%	219	2%	16	2%
Mathematics	6,162	2%	217	2%	16	2%
Science	6,163	1%	219	2%	16	2%
End of Course
English I	6,032	1%	269	1%	18	1%
English II	5,771	1%	235	1%	19	1%
Algebra I	6,015	1%	265	2%	18	1%
Biology	6,041	1%	267	2%	18	1%
All Grades
All Subjects	117,761	1%	4,771	2%	323	2%
Reading	52,275	1%	2,133	2%	144	2%
Mathematics	46,462	2%	1,891	2%	125	2%
Science	19,024	1%	747	2%	54	2%

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	37%	31%	39%	37%	-	*	*	46%	35%	14%	37%
In-State Private Institutions	2%	3%	1%	8%	-	-	*	-	2%	-	-
Out-of-State Institutions	3%	3%	2%	9%	-	-	-	-	2%	-	*

Region	District	District Name	Sec 1003 Fund Received	Type of Strategies Implemented
12	161914	WACO ISD	$301,000	Increase Strong School Leadership and Planning, HQIM, Refine Strategic Staffing Plan, Effective Instruction, Implement a Positive School Culture
School level Section 1003 Funds for District Note: Downloadable PDF and Excel files are available.