Texas Education Agency  
2022 Federal Report Card
JAMES PATTERSON EL (079907155) - FORT BEND ISD - FORT BEND COUNTY


TABLE OF CONTENTS
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): Post-Secondary Enrollment
Part (xiv): Additional Information - Chronic Absenteeism
- Show All -

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 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.