Texas Education Agency                     
2018-19 STAAR Progress
KIPP UN MUNDO DUAL LANGUAGE ACADEM (227820401) - KIPP TEXAS PUBLIC SCHOOLS - TRAVIS COUNTY

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  School
Year
State District Campus African
American
Hispanic White American
Indian
Asian Pacific
Islander
Two or
More
Races
Special
Ed
(Current)
Special
Ed
(Former)
Continu-
ously
Enrolled
Non-
Continu-
ously
Enrolled
Econ
Disadv
EB/EL
(Current
&
Monitored)
School Progress Domain - Academic Growth Score by Grade and Subject
Grade 4 ELA/Reading 2019 61 64 51 * 51 - - - - - * * - 51 51 49
2018 63 70 - - - - - - - - - - - - - -
Grade 4 Mathematics 2019 65 62 50 * 50 - - - - - * * - 50 50 57
2018 65 64 - - - - - - - - - - - - - -
All Grades Both Subjects 2019 69 68 50 50 50 - - - - - 17 100 - 50 51 54
2018 69 71 - - - - - - - - - - - - - -
All Grades ELA/Reading 2019 68 69 51 * 51 - - - - - * * - 51 51 49
2018 69 73 - - - - - - - - - - - - - -
All Grades Mathematics 2019 70 67 50 * 50 - - - - - * * - 50 50 57
2018 70 70 - - - - - - - - - - - - - -
STAAR Progress Measure Percent at Expected or Accelerated Growth by Grade and Subject
Grade 4 ELA/Reading
At Expected or Accelerated level 2019 55% 58% 45% * 44% - - - - - * * - 45% 45% 43%
2018 59% 67% - - - - - - - - - - - - - -
At Accelerated level 2019 20% 23% 14% * 14% - - - - - * * - 14% 12% 16%
2018 22% 33% - - - - - - - - - - - - - -
Grade 4 Mathematics
At Expected or Accelerated level 2019 59% 56% 44% * 45% - - - - - * * - 44% 45% 49%
2018 59% 56% - - - - - - - - - - - - - -
At Accelerated level 2019 24% 23% 12% * 13% - - - - - * * - 12% 11% 6%
2018 23% 14% - - - - - - - - - - - - - -
All Grades Both Subjects
At Expected or Accelerated level 2019 63% 61% 44% 33% 45% - - - - - 17% 100% - 44% 45% 46%
2018 63% 65% - - - - - - - - - - - - - -
At Accelerated level 2019 21% 20% 13% 0% 13% - - - - - 0% 40% - 13% 12% 11%
2018 20% 20% - - - - - - - - - - - - - -
All Grades ELA/Reading
At Expected or Accelerated level 2019 62% 63% 45% * 44% - - - - - * * - 45% 45% 43%
2018 63% 68% - - - - - - - - - - - - - -
At Accelerated level 2019 20% 21% 14% * 14% - - - - - * * - 14% 12% 16%
2018 20% 24% - - - - - - - - - - - - - -
All Grades Mathematics
At Expected or Accelerated level 2019 64% 59% 44% * 45% - - - - - * * - 44% 45% 49%
2018 63% 62% - - - - - - - - - - - - - -
At Accelerated level 2019 22% 20% 12% * 13% - - - - - * * - 12% 11% 6%
2018 20% 16% - - - - - - - - - - - - - -
Percent of Students Maintaining or Improving Compared to Prior Year Performance Level
Grade 4
ELA/Reading - Approaches Grade Level PY 2019 78% 82% 67% * 64% - - - - - * * - 67% 67% 67%
2018 76% 75% - - - - - - - - - - - - - -
ELA/Reading - Meets Grade Level PY 2019 66% 70% 64% - 64% - - - - - - - - 64% 67% *
2018 65% 74% - - - - - - - - - - - - - -
ELA/Reading - Masters Grade Level PY 2019 61% 62% 50% - 50% - - - - - - - - 50% 50% *
2018 61% 71% - - - - - - - - - - - - - -
Mathematics - Approaches Grade Level PY 2019 76% 69% 51% * 51% - - - - - * * - 51% 54% 71%
2018 81% 79% - - - - - - - - - - - - - -
Mathematics - Meets Grade Level PY 2019 69% 70% 65% * 68% - - - - - - - - 65% 63% 89%
2018 68% 71% - - - - - - - - - - - - - -
Mathematics - Masters Grade Level PY 2019 74% 80% 63% - 63% - - - - - - - - 63% 63% *
2018 68% 65% - - - - - - - - - - - - - -
All Grades
ELA/Reading - Approaches Grade Level PY 2019 82% 83% 67% * 64% - - - - - * * - 67% 67% 67%
2018 82% 87% - - - - - - - - - - - - - -
ELA/Reading - Meets Grade Level PY 2019 74% 74% 64% - 64% - - - - - - - - 64% 67% *
2018 76% 82% - - - - - - - - - - - - - -
ELA/Reading - Masters Grade Level PY 2019 67% 65% 50% - 50% - - - - - - - - 50% 50% *
2018 66% 65% - - - - - - - - - - - - - -
Mathematics - Approaches Grade Level PY 2019 83% 81% 51% * 51% - - - - - * * - 51% 54% 71%
2018 84% 85% - - - - - - - - - - - - - -
Mathematics - Meets Grade Level PY 2019 74% 74% 65% * 68% - - - - - - - - 65% 63% 89%
2018 74% 77% - - - - - - - - - - - - - -
Mathematics - Masters Grade Level PY 2019 73% 73% 63% - 63% - - - - - - - - 63% 63% *
2018 71% 71% - - - - - - - - - - - - - -

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

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