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 . 

State & District 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 Rates	44%	32%	37%	60%	43%	74%	45%	56%	33%	19%	29%
	2022-23 through 2026-27	44%	32%	37%	60%	43%	74%	45%	56%	33%	19%	29%
	2027-28 through 2031-32	53%	43%	48%	67%	53%	78%	54%	63%	44%	33%	41%
	2032-33 through 2036-37	62%	54%	59%	74%	63%	82%	63%	70%	55%	47%	53%
	2037-38	72%	66%	69%	80%	72%	87%	73%	78%	67%	60%	65%
Mathematics	Baseline Rates	46%	31%	40%	59%	45%	82%	50%	54%	36%	23%	40%
	2022-23 through 2026-27	46%	31%	40%	59%	45%	82%	50%	54%	36%	23%	40%
	2027-28 through 2031-32	55%	43%	50%	66%	54%	85%	58%	62%	47%	36%	50%
	2032-33 through 2036-37	64%	55%	60%	73%	63%	88%	66%	70%	58%	49%	60%
	2037-38	73%	66%	70%	80%	73%	91%	75%	77%	68%	62%	70%
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%
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%

Campus 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%

Campus 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%

Campus 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 4-2024 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'. Data from 2022, 2023, and 2024 are considered consecutive years for 2024 Targeted Support and Improvement (TSI) identification. Any campus not identified for Comprehensive Support and Improvement (CSI) that has at least one consistently underperforming student group is identified for TSI. TSI identifies both Title I and non-Title I campuses. Campuses are evaluated annually for TSI identification. See the accountability manual for details:  Chapter 10-2024 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. Additionally, if any Title I or non-Title I campus does not attain a 66.7 percent six-year federal graduation rate for all students group, the campus is 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 2023-2024 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. To exit ATS, the Closing the Gaps score for the consistently underperforming student group must surpass the score used in the year of ATS identification to identify the lowest performing five percent of each school type. A campus identified for TSI because of one consistently underperforming subgroup will exit the TSI status if the subgroup becomes not consistently underperforming subgroup. Consistently underperforming is defined as missing the targets in at least the same three indicators for three consecutive years. 

	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	90.3%	86.7%	88.6%	94.2%	89.3%	96.9%	88.3%	91.7%	87.4%	80.7%	82.4%	75.5%	66.0%
CWD	80.7%	79.6%	80.6%	82.6%	79.1%	67.7%	68.1%	81.9%	80.2%	80.7%	84.4%	70.9%	61.8%
CWOD	91.3%	87.9%	89.4%	95.3%	90.5%	97.8%	89.9%	92.7%	88.3%	-	82.2%	76.2%	67.7%
EL ✧	82.4%	87.4%	81.8%	84.9%	81.3%	91.5%	80.6%	89.1%	83.3%	84.4%	82.4%	69.5%	67.3%
Male	88.5%	84.1%	86.4%	93.2%	86.6%	96.2%	84.6%	90.9%	85.2%	79.9%	80.1%	72.6%	64.4%
Female	92.2%	89.4%	90.8%	95.2%	92.0%	97.6%	91.6%	92.6%	89.7%	82.2%	85.2%	78.1%	67.3%

-	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.

	All School		High-Poverty Schools		Low-Poverty Schools
	Number	Percent	Number	Percent	Number	Percent
Inexperienced Teachers, Principals, and Other School Leaders	68,697.4	17.3%	17,108.0	20.4%	15,692.0	13.4%
Teachers Teaching with Emergency or Provisional Credentials	13,520.0	3.6%	3,260.7	4.1%	3,621.1	3.2%
Teacher Who Are Not Teaching in the Subject or Field for Which the Teacher is Certified or Licensed	54,185.0	14.4%	12,588.7	16.0%	11,540.1	10.3%

		State & Local and Federal	State & Local			Federal
	Enrollment	Total	Site	District Allocation	Total	Site	District Allocation	Total
Business/central/other support services		$601	$14	$544	$558	$1	$42	$43
Food services		$578	$41	$45	$86	$285	$207	$491
Instruction		$6,785	$5,589	$224	$5,813	$696	$275	$972
Support services, general administration		$145	$0	$144	$144	$0	$1	$1
Support services, instructional staff		$608	$395	$36	$430	$69	$110	$178
Support services, operation and maintenance of plant		$1,321	$386	$854	$1,240	$26	$54	$81
Support services, pupils		$645	$446	$29	$474	$76	$94	$170
Support services, school administration		$671	$630	$8	$638	$26	$7	$33
Support services, student transportation		$331	$12	$306	$318	$0	$12	$13
Total	5,504,686	$11,683	$7,512	$2,189	$9,701	$1,179	$803	$1,982
Campus Level PPE Summary Report District Level PPE Summary Report Note: Downloadable PDF and Excel files are available.

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

Part (xvi): Count of 1st Year English Learners Excluded from the State Accountability

	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	68	63	65	73	67	84	69	72	63	50	60
CWD	50	45	48	56	50	67	51	55	46	50	44
CWOD	71	67	67	76	69	85	71	75	66	-	63
EL ✧	60	68	59	67	59	75	56	65	59	44	60
Male	65	60	62	71	64	83	66	69	60	49	57
Female	70	67	67	75	69	85	71	74	66	52	63
Mathematics
All Students	62	57	60	65	62	82	62	64	59	54	60
CWD	54	50	54	55	55	71	57	54	52	54	54
CWOD	64	59	61	67	64	82	63	66	60	-	61
EL ✧	60	64	59	65	62	75	53	67	59	54	60
Male	62	56	60	65	63	82	62	63	58	54	60
Female	63	59	61	65	62	81	63	64	59	53	61

	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	46	36	40	57	44	74	46	53	37	25	34
School Quality (College, Career, and Military Readiness Performance)
%Students meeting CCMR	75%	64%	73%	80%	71%	90%	66%	74%	70%	73%	66%

	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 (2023-2027)	44%	32%	37%	60%	43%	74%	45%	56%	33%	19%	29%
Target Met	Y	Y	Y	Y	Y	Y	Y	Y	Y	Y	Y
Interim Goals (2028-2032)	53%	43%	48%	67%	53%	78%	54%	63%	44%	33%	41%
Target Met	Y	Y	N	Y	Y	Y	Y	Y	N	N	N
Interim Goals (2033-2037)	62%	54%	59%	74%	63%	82%	63%	70%	55%	47%	53%
Target Met	N	N	N	N	N	Y	N	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	N
Mathematics
Interim Goals (2023-2027)	46%	31%	40%	59%	45%	82%	50%	54%	36%	23%	40%
Target Met	N	N	N	N	N	N	N	N	N	N	N
Interim Goals (2028-2032)	55%	43%	50%	66%	54%	85%	58%	62%	47%	36%	50%
Target Met	N	N	N	N	N	N	N	N	N	N	N
Interim Goals (2033-2037)	64%	55%	60%	73%	63%	88%	66%	70%	58%	49%	60%
Target Met	N	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	N
English Learner Language Proficiency Status
Interim Goals (2023-2027)											44%
Target Met											Y
Interim Goals (2028-2032)											46%
Target Met											Y
Interim Goals (2033-2037)											48%
Target Met											Y
Long-Term Goals											50%
Target Met											Y
Federal Graduation Status
Interim Goals (2023-2027)	90.0%	86.3%	88.1%	93.8%	87.4%	96.7%	88.3%	90.8%	86.7%	79.7%	80%
Target Met		Y	Y	Y	Y	Y	Y	Y	Y	Y	Y
Interim Goals (2028-2032)	92.7%	90.2%	91.4%	95.2%	90.9%	97.1%	91.5%	93.2%	90.5%	85.8%	86%
Target Met		N	N	N	N	N	N	N	N	N	N
Interim Goals (2033-2037)	95.4%	94.1%	94.7%	96.6%	94.4%	97.5%	94.7%	95.6%	94.3%	91.9%	92%
Target Met		N	N	N	N	N	N	N	N	N	N
Long-Term Goals	98%	98%	98%	98%	98%	98%	98%	98%	98%	98%	98%
Target Met		N	N	N	N	N	N	N	N	N	N

	Blank cell indicates there are no data available in the group.
+	STAAR Performance and Graduation use EL(Current & Monitored), EL English Learner Language Proficiency uses EL (Current).

		State	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%	99%	100%	99%	99%	99%	99%	99%	99%	99%	99%	99%	99%
	CWD	99%	98%	99%	99%	99%	99%	99%	98%	99%	99%	99%	-	99%	99%	99%	98%
	CWOD	99%	99%	99%	99%	99%	100%	99%	99%	99%	99%	-	99%	99%	99%	99%	99%
	EL	99%	99%	99%	99%	99%	100%	100%	98%	99%	99%	99%	99%	99%	99%	99%	99%
	Male	99%	99%	99%	99%	99%	100%	99%	99%	99%	99%	99%	99%	99%	99%	-	99%
	Female	99%	99%	99%	99%	99%	100%	99%	99%	99%	99%	99%	99%	99%	-	99%	99%
Reading	All Students	99%	99%	99%	99%	99%	100%	99%	99%	99%	99%	99%	99%	99%	99%	99%	99%
	CWD	99%	98%	99%	99%	98%	100%	99%	98%	99%	99%	99%	-	99%	99%	99%	99%
	CWOD	99%	99%	99%	99%	99%	100%	99%	99%	99%	99%	-	99%	99%	99%	99%	99%
	EL	99%	100%	99%	99%	99%	100%	100%	99%	99%	99%	99%	99%	99%	99%	99%	99%
	Male	99%	99%	99%	99%	99%	100%	99%	99%	99%	99%	99%	99%	99%	99%	-	99%
	Female	99%	99%	99%	99%	99%	100%	99%	99%	99%	99%	99%	99%	99%	-	99%	99%
Mathematics	All Students	99%	99%	99%	99%	99%	100%	99%	99%	99%	99%	99%	99%	99%	99%	99%	99%
	CWD	99%	99%	99%	99%	99%	99%	99%	99%	99%	99%	99%	-	99%	99%	99%	99%
	CWOD	99%	99%	99%	99%	99%	100%	99%	99%	99%	99%	-	99%	99%	99%	99%	99%
	EL	99%	99%	99%	99%	99%	100%	100%	99%	99%	99%	99%	99%	99%	99%	99%	99%
	Male	99%	99%	99%	99%	99%	100%	99%	99%	99%	99%	99%	99%	99%	99%	-	99%
	Female	99%	99%	99%	99%	99%	100%	99%	99%	99%	99%	99%	99%	99%	-	99%	99%
Science	All Students	99%	98%	99%	99%	99%	99%	99%	98%	99%	99%	98%	99%	99%	99%	99%	99%
	CWD	98%	98%	99%	99%	99%	99%	99%	98%	98%	99%	98%	-	99%	98%	98%	97%
	CWOD	99%	99%	99%	99%	99%	99%	99%	99%	99%	99%	-	99%	99%	99%	99%	99%
	EL	99%	98%	99%	99%	99%	99%	99%	95%	99%	99%	99%	99%	99%	99%	99%	99%
	Male	99%	98%	99%	99%	99%	99%	99%	98%	99%	99%	98%	99%	99%	99%	-	98%
	Female	99%	99%	99%	99%	98%	99%	99%	98%	99%	99%	98%	99%	99%	-	99%	99%
SAT/ACT All Subjects	All Students	93%	93%	92%	93%	94%	96%	99%	92%	91%	94%	85%	93%	90%	92%	93%	95%
	CWD	85%	85%	85%	85%	*	88%	*	85%	84%	87%	85%	-	88%	84%	87%	-
	CWOD	93%	93%	92%	93%	94%	96%	99%	92%	91%	94%	-	93%	90%	92%	93%	95%
	EL	90%	93%	90%	89%	83%	94%	-	86%	90%	90%	88%	90%	90%	90%	91%	91%
	Male	92%	92%	91%	92%	94%	96%	98%	92%	90%	93%	84%	92%	90%	92%	-	90%
	Female	93%	93%	92%	93%	93%	96%	99%	92%	92%	94%	87%	93%	91%	-	93%	97%
Non-Participation Rate
All Subjects	All Students	1%	1%	1%	1%	1%	0%	1%	1%	1%	1%	1%	1%	1%	1%	1%	1%
	CWD	1%	2%	1%	1%	1%	1%	1%	2%	1%	1%	1%	-	1%	1%	1%	2%
	CWOD	1%	1%	1%	1%	1%	0%	1%	1%	1%	1%	-	1%	1%	1%	1%	1%
	EL	1%	1%	1%	1%	1%	0%	0%	2%	1%	1%	1%	1%	1%	1%	1%	1%
	Male	1%	1%	1%	1%	1%	0%	1%	1%	1%	1%	1%	1%	1%	1%	-	1%
	Female	1%	1%	1%	1%	1%	0%	1%	1%	1%	1%	1%	1%	1%	-	1%	1%
Reading	All Students	1%	1%	1%	1%	1%	0%	1%	1%	1%	1%	1%	1%	1%	1%	1%	1%
	CWD	1%	2%	1%	1%	2%	0%	1%	2%	1%	1%	1%	-	1%	1%	1%	1%
	CWOD	1%	1%	1%	1%	1%	0%	1%	1%	1%	1%	-	1%	1%	1%	1%	1%
	EL	1%	0%	1%	1%	1%	0%	0%	1%	1%	1%	1%	1%	1%	1%	1%	1%
	Male	1%	1%	1%	1%	1%	0%	1%	1%	1%	1%	1%	1%	1%	1%	-	1%
	Female	1%	1%	1%	1%	1%	0%	1%	1%	1%	1%	1%	1%	1%	-	1%	1%
Mathematics	All Students	1%	1%	1%	1%	1%	0%	1%	1%	1%	1%	1%	1%	1%	1%	1%	1%
	CWD	1%	1%	1%	1%	1%	1%	1%	1%	1%	1%	1%	-	1%	1%	1%	1%
	CWOD	1%	1%	1%	1%	1%	0%	1%	1%	1%	1%	-	1%	1%	1%	1%	1%
	EL	1%	1%	1%	1%	1%	0%	0%	1%	1%	1%	1%	1%	1%	1%	1%	1%
	Male	1%	1%	1%	1%	1%	0%	1%	1%	1%	1%	1%	1%	1%	1%	-	1%
	Female	1%	1%	1%	1%	1%	0%	1%	1%	1%	1%	1%	1%	1%	-	1%	1%
Science	All Students	1%	2%	1%	1%	1%	1%	1%	2%	1%	1%	2%	1%	1%	1%	1%	1%
	CWD	2%	2%	1%	1%	1%	1%	1%	2%	2%	1%	2%	-	1%	2%	2%	3%
	CWOD	1%	1%	1%	1%	1%	1%	1%	1%	1%	1%	-	1%	1%	1%	1%	1%
	EL	1%	2%	1%	1%	1%	1%	1%	5%	1%	1%	1%	1%	1%	1%	1%	1%
	Male	1%	2%	1%	1%	1%	1%	1%	2%	1%	1%	2%	1%	1%	1%	-	2%
	Female	1%	1%	1%	1%	2%	1%	1%	2%	1%	1%	2%	1%	1%	-	1%	1%
SAT/ACT All Subjects	All Students	7%	7%	8%	7%	6%	4%	1%	8%	9%	6%	15%	7%	10%	8%	7%	5%
	CWD	15%	15%	15%	15%	*	12%	*	15%	16%	13%	15%	-	12%	16%	13%	-
	CWOD	7%	7%	8%	7%	6%	4%	1%	8%	9%	6%	-	7%	10%	8%	7%	5%
	EL	10%	7%	10%	11%	17%	6%	-	14%	10%	10%	12%	10%	10%	10%	9%	9%
	Male	8%	8%	9%	8%	6%	4%	2%	8%	10%	7%	16%	8%	10%	8%	-	10%
	Female	7%	7%	8%	7%	7%	4%	1%	8%	8%	6%	13%	7%	9%	-	7%	3%

	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
Grade 3
Reading	6,625	2%
Mathematics	6,620	2%
Grade 4
Reading	6,491	2%
Mathematics	6,491	2%
Grade 5
Reading	6,033	1%
Mathematics	6,033	2%
Science	6,033	2%
Grade 6
Reading	5,586	1%
Mathematics	5,586	1%
Grade 7
Reading	5,233	1%
Mathematics	5,227	2%
Grade 8
Reading	4,985	1%
Mathematics	4,985	1%
Science	4,984	1%
End of Course
English I	5,119	1%
English II	4,683	1%
Algebra I	5,112	1%
Biology	5,027	1%
All Grades
All Subjects	100,862	1%
Reading	44,764	1%
Mathematics	40,054	1%
Science	16,044	1%

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	50%	46%	48%	52%	43%	76%	37%	48%	44%	26%	47%
In-State Private Institutions	3%	4%	2%	4%	2%	3%	2%	3%	2%	1%	2%
Out-of-State Institutions	7%	9%	4%	11%	10%	9%	8%	10%	4%	3%	3%

State	# of 1st Year English Learners Excluded from the State Accountability
Texas	7,961
District-Campus Level of 1st Year ELs Excluded from the State Accountability Note: Downloadable PDF and Excel files are available at District and State Levels.