Texas Education Agency
2015-16 Federal Report Card for Texas Public Schools
State

Part I: Student Achievement by Proficiency Level

This section provides the State of Texas Assessments of Academic Readiness (STAAR) performance results for each subject area and grade level tested in the 2015-16 school year. These results include all students tested, whether or not they were in the accountability subset.

  State African
American
Hispanic White American
Indian
Asian Pacific
Islander
Two or
More
Races
Special
Ed
Econ
Disadv
ELL Female Male Migrant
STAAR Percent At or Above Level II Satisfactory Standard (2016) or Phase-in 1 Level II (2015)
 
   Grade 3
      Reading 2016 72% 60% 67% 83% 70% 88% 76% 81% 45% 64% 62% 75% 69% 54%
  2015 74% 64% 70% 85% 74% 88% 76% 81% 45% 67% 66% 77% 71% 61%
 
      Mathematics 2016 74% 59% 71% 84% 71% 91% 75% 80% 48% 67% 69% 74% 74% 63%
  2015 74% 60% 71% 84% 75% 91% 77% 80% 47% 67% 69% 75% 74% 64%
 
   Grade 4
      Reading 2016 74% 64% 69% 84% 75% 89% 76% 81% 41% 66% 61% 78% 70% 59%
  2015 71% 58% 65% 83% 69% 88% 72% 79% 38% 62% 57% 74% 67% 52%
 
      Mathematics 2016 72% 56% 69% 82% 73% 91% 74% 77% 42% 65% 65% 72% 72% 61%
  2015 71% 54% 67% 81% 71% 91% 75% 76% 38% 63% 63% 71% 70% 56%
 
      Writing 2016 68% 59% 64% 78% 66% 86% 69% 75% 36% 60% 57% 74% 63% 54%
  2015 67% 57% 63% 76% 64% 88% 71% 73% 30% 59% 58% 74% 61% 53%
 
   Grade 5
      Reading 2016 80% 70% 76% 89% 79% 92% 81% 87% 45% 73% 65% 83% 77% 63%
  2015 83% 76% 80% 91% 83% 93% 83% 90% 48% 78% 70% 86% 81% 69%
 
      Mathematics 2016 85% 73% 83% 91% 84% 96% 86% 88% 55% 80% 78% 86% 83% 75%
  2015 75% 61% 72% 84% 75% 94% 78% 80% 41% 68% 65% 77% 74% 64%
 
      Science 2016 73% 57% 69% 84% 73% 90% 72% 79% 42% 65% 58% 71% 74% 59%
  2015 69% 54% 63% 83% 70% 88% 66% 78% 37% 59% 49% 68% 69% 50%
 
   Grade 6
      Reading 2016 68% 57% 61% 82% 67% 89% 69% 78% 31% 58% 40% 72% 65% 47%
  2015 73% 64% 66% 85% 71% 90% 77% 82% 32% 63% 44% 75% 70% 51%
 
      Mathematics 2016 71% 57% 67% 83% 72% 93% 73% 78% 39% 63% 54% 72% 71% 56%
  2015 72% 59% 67% 83% 73% 93% 78% 80% 38% 64% 54% 73% 71% 56%
 
   Grade 7
      Reading 2016 69% 59% 63% 82% 67% 89% 73% 78% 30% 60% 34% 74% 65% 48%
  2015 72% 64% 65% 84% 73% 89% 75% 82% 29% 63% 34% 76% 68% 51%
 
      Mathematics 2016 68% 54% 62% 80% 65% 91% 72% 76% 32% 59% 42% 69% 66% 54%
  2015 68% 55% 63% 81% 68% 90% 72% 77% 31% 60% 42% 70% 67% 54%
 
      Writing 2016 68% 58% 61% 80% 65% 89% 75% 77% 27% 58% 33% 75% 61% 51%
  2015 69% 60% 63% 80% 69% 89% 77% 78% 25% 60% 33% 76% 62% 50%
 
   Grade 8
      Reading 2016 85% 79% 82% 93% 84% 94% 85% 91% 44% 80% 56% 89% 82% 70%
  2015 84% 77% 80% 92% 85% 93% 86% 91% 44% 78% 51% 87% 81% 66%
 
      Mathematics 2016 80% 71% 77% 87% 78% 93% 86% 85% 41% 75% 62% 83% 77% 71%
  2015 71% 60% 67% 80% 70% 90% 75% 78% 32% 64% 50% 73% 68% 55%
 
      Science 2016 73% 61% 68% 84% 74% 91% 79% 81% 35% 65% 42% 74% 72% 56%
  2015 67% 55% 61% 80% 68% 90% 72% 77% 31% 58% 34% 67% 68% 47%
 
      Social Studies 2016 62% 51% 54% 75% 63% 87% 68% 72% 28% 51% 28% 60% 63% 41%
  2015 61% 50% 53% 76% 61% 86% 62% 73% 27% 50% 25% 59% 63% 37%
 
   End of Course
      English I 2016 63% 54% 57% 76% 60% 83% 65% 74% 25% 55% 28% 71% 56% 46%
  2015 66% 58% 61% 79% 64% 83% 69% 77% 31% 58% 33% 73% 61% 50%
 
      English II 2016 66% 56% 60% 80% 64% 82% 65% 78% 26% 57% 25% 72% 60% 45%
  2015 69% 58% 64% 82% 69% 82% 69% 79% 31% 60% 33% 74% 64% 51%
 
      Algebra I 2016 76% 65% 73% 85% 71% 94% 76% 82% 38% 70% 56% 80% 72% 65%
  2015 77% 66% 74% 86% 75% 93% 79% 83% 39% 71% 54% 80% 74% 63%
 
      Biology 2016 86% 80% 83% 93% 82% 95% 85% 92% 52% 81% 62% 89% 83% 73%
  2015 88% 83% 85% 94% 84% 94% 89% 93% 56% 83% 64% 90% 86% 75%
 
      U.S. History 2016 90% 85% 88% 94% 89% 94% 93% 94% 55% 86% 67% 90% 89% 80%
  2015 88% 83% 85% 94% 88% 93% 91% 94% 55% 83% 61% 87% 89% 75%
 
   All Grades
      All Subjects 2016 74% 63% 69% 84% 72% 90% 76% 81% 39% 66% 54% 76% 71% 58%
  2015 73% 63% 68% 84% 73% 90% 76% 81% 37% 65% 53% 76% 71% 57%
 
      Reading 2016 72% 62% 66% 83% 70% 88% 73% 81% 35% 63% 49% 76% 67% 52%
  2015 74% 64% 68% 85% 73% 88% 75% 83% 37% 66% 51% 77% 70% 55%
 
      Mathematics 2016 75% 62% 72% 85% 73% 93% 77% 81% 42% 68% 63% 77% 74% 64%
  2015 73% 60% 69% 83% 73% 92% 77% 79% 38% 66% 59% 74% 72% 59%
 
      Writing 2016 68% 59% 63% 79% 65% 88% 72% 76% 32% 59% 48% 75% 62% 52%
  2015 68% 58% 63% 78% 67% 88% 74% 76% 28% 59% 49% 75% 61% 51%
 
      Science 2016 77% 67% 73% 87% 77% 92% 79% 84% 44% 70% 55% 78% 77% 64%
  2015 75% 64% 70% 86% 75% 91% 77% 83% 41% 67% 49% 75% 74% 59%
 
      Social Studies 2016 76% 69% 71% 85% 77% 90% 81% 83% 42% 68% 44% 76% 76% 63%
  2015 74% 66% 69% 85% 75% 90% 77% 83% 40% 65% 39% 73% 75% 57%
 
STAAR Percent at Final Level II or Above
 
   All Grades
      All Subjects 2016 42% 29% 35% 56% 40% 72% 44% 52% 19% 31% 20% 44% 40% 23%
  2015 38% 26% 30% 53% 37% 69% 41% 49% 17% 27% 17% 40% 37% 19%
 
      Reading 2016 42% 30% 34% 58% 40% 70% 43% 54% 18% 30% 18% 47% 38% 21%
  2015 40% 28% 32% 56% 40% 68% 42% 52% 16% 28% 16% 44% 37% 19%
 
      Mathematics 2016 40% 25% 34% 53% 38% 76% 42% 49% 20% 30% 24% 41% 40% 25%
  2015 36% 22% 29% 49% 34% 73% 39% 45% 17% 26% 20% 36% 36% 20%
 
      Writing 2016 39% 29% 32% 52% 36% 69% 42% 48% 19% 29% 21% 46% 33% 22%
  2015 31% 21% 24% 43% 28% 65% 36% 39% 14% 21% 14% 38% 25% 16%
 
      Science 2016 44% 31% 37% 59% 43% 74% 45% 55% 19% 33% 17% 44% 45% 25%
  2015 40% 26% 32% 56% 39% 70% 41% 51% 17% 29% 12% 39% 41% 20%
 
      Social Studies 2016 45% 34% 37% 58% 47% 72% 49% 55% 20% 33% 12% 41% 48% 26%
  2015 41% 30% 32% 54% 43% 68% 43% 52% 18% 29% 9% 36% 44% 20%
 
STAAR Percent at Level III Advanced
 
   All Grades
      All Subjects 2016 17% 9% 12% 26% 15% 45% 17% 24% 6% 10% 6% 18% 16% 6%
  2015 14% 7% 9% 23% 13% 41% 16% 21% 4% 8% 5% 15% 14% 4%
 
      Reading 2016 16% 9% 11% 26% 14% 41% 16% 25% 5% 9% 6% 19% 14% 5%
  2015 15% 8% 10% 25% 14% 39% 16% 24% 4% 8% 5% 17% 14% 4%
 
      Mathematics 2016 17% 8% 13% 26% 16% 53% 19% 24% 6% 10% 8% 17% 18% 8%
  2015 14% 6% 10% 22% 13% 47% 16% 20% 5% 8% 6% 14% 14% 5%
 
      Writing 2016 14% 8% 10% 20% 12% 38% 15% 19% 6% 8% 6% 18% 10% 5%
  2015 8% 4% 5% 12% 6% 30% 9% 12% 3% 4% 2% 11% 5% 2%
 
      Science 2016 15% 7% 10% 25% 14% 42% 16% 22% 5% 8% 3% 15% 16% 5%
  2015 14% 6% 9% 23% 13% 41% 16% 21% 5% 7% 2% 13% 15% 4%
 
      Social Studies 2016 21% 13% 15% 32% 21% 48% 21% 30% 6% 13% 3% 18% 24% 8%
  2015 18% 10% 12% 28% 19% 41% 19% 27% 6% 10% 2% 14% 21% 6%
 

STAAR Participation (All Grades)
 
      All Tests 2016 99% 99% 99% 99% 99% 100% 99% 99% 99% 99% 99% 99% 99% 99%
  2015 99% 99% 99% 99% 99% 99% 99% 99% 98% 99% 98% 99% 99% 98%
 
      Reading 2016 99% 99% 99% 99% 99% 100% 99% 99% 99% 99% 100% 99% 99% 99%
  2015 99% 99% 99% 99% 98% 98% 99% 99% 98% 99% 96% 99% 99% 97%
 
      Mathematics 2016 100% 99% 100% 100% 99% 100% 99% 100% 99% 99% 100% 100% 99% 99%
  2015 99% 99% 99% 99% 99% 100% 99% 99% 99% 99% 100% 99% 99% 99%
 
      Writing 2016 99% 99% 100% 99% 99% 99% 99% 99% 99% 100% 100% 99% 99% 100%
  2015 99% 99% 100% 99% 99% 100% 99% 99% 99% 99% 100% 99% 99% 99%
 
      Science 2016 99% 99% 99% 99% 99% 100% 99% 99% 99% 99% 99% 99% 99% 99%
  2015 99% 99% 99% 99% 99% 100% 99% 99% 98% 99% 99% 99% 99% 99%
 
      Social Studies 2016 98% 98% 98% 99% 98% 99% 98% 98% 98% 98% 98% 98% 98% 98%
  2015 99% 98% 99% 99% 99% 99% 99% 99% 98% 99% 98% 99% 99% 99%
 

STAAR Participation Results by Assessment Type for Students Served in Special Education Settings (All Grades)
 
Reading Tests
   % of Participants 2016 98% 98% 97% 98% 99% 97% 99% 98% 98% 98% 95% 98% 98% 96%
      % STAAR/EOC With No Accommodations 2016 13% 13% 11% 17% 14% 21% 15% 17% 13% 11% 8% 12% 14% 8%
      % STAAR/EOC With Accommodations 2016 73% 74% 75% 71% 75% 55% 68% 72% 73% 75% 80% 74% 73% 81%
      % STAAR Alternate2 2016 11% 11% 11% 10% 10% 22% 16% 10% 11% 11% 7% 11% 11% 8%
   % of Non-Participants 2016 2% 2% 3% 2% 1% 3% 1% 2% 2% 2% 5% 2% 2% 4%
 
Mathematics Tests
   % of Participants 2016 99% 99% 99% 99% 99% 99% 99% 99% 99% 99% 99% 99% 99% 99%
      % STAAR/EOC With No Accommodations 2016 12% 10% 10% 16% 14% 21% 11% 15% 12% 10% 7% 11% 13% 6%
      % STAAR/EOC With Accommodations 2016 75% 76% 77% 72% 75% 55% 71% 73% 75% 77% 84% 76% 74% 84%
      % STAAR Alternate2 2016 12% 12% 12% 11% 11% 23% 17% 10% 12% 12% 8% 12% 12% 9%
   % of Non-Participants 2016 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1%
 
 
 
'*'   Indicates results are masked due to small numbers to protect student confidentiality.
'-'   Indicates zero observations reported for this group.
'n/a' Indicates data reporting is not applicable for this group.
'?'   Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range.

 
Part II: Student Achievement and State Academic Annual Measurable Objectives (AMOs)

This section provides the STAAR performance results for each subject area tested in the 2015-16 school year. These results only include tested students who were in the accountability subset. This section also includes four-year and five-year graduation rates and participation rates on STAAR for reading and mathematics.


  All
Students
African
American
Hispanic White American
Indian
Asian Pacific
Islander
Two or More
Races
Econ
Disadv
Special
Ed
ELL (Current & Monitored) ELL + Total
Met
Total
Eligible
Percent of
Eligible
Measures Met
Performance Status - State
State Target 60% 60% 60% 60% 60% 60% 60% 60% 60% 60% 60%        
Reading Y Y Y Y Y Y Y Y Y N N   9 11 82
Mathematics Y Y Y Y Y Y Y Y Y N Y   10 11 91
Writing Y Y Y Y Y Y Y Y Y N N   9 11 82
Science Y Y Y Y Y Y Y Y Y N Y   10 11 91
Social Studies Y Y Y Y Y Y Y Y Y N N   9 11 82
Total                         47 55 85
 
Performance Status - Federal
Federal Target 87% 87% 87% 87%         87% 87% 87%        
Reading N N N N n/a n/a n/a n/a N N N n/a      
Mathematics N N N N n/a n/a n/a n/a N N N n/a      
 
Participation Status
Target 95% 95% 95% 95% 95% 95% 95% 95% 95% 95%   95%      
Reading Y Y Y Y Y Y Y Y Y Y   Y 11 11 100
Mathematics Y Y Y Y Y Y Y Y Y Y   Y 11 11 100
Total                         22 22 100
 
Federal Graduation Status (Target: See Reason Codes)
Graduation Target Met Y Y Y Y N Y Y Y N N   N 7 11 64
Reason Code *** b c c a   a b a              
Total                         7 11 64
 
District: Met Federal Limits on Alternative Assessments
Reading                              
Alternate 1% Y                            
Number Proficient 31135                            
Total Federal Cap Limit 35053                            
Mathematics                              
Alternate 1% N                            
Number Proficient 28735                            
Total Federal Cap Limit 28172                            
Total                         0 1 0
Overall Total                         76 89 85
 
+   Participation uses ELL (Current), Graduation uses ELL (Ever HS)
*** Federal Graduation Rate Reason Codes:
                a = Graduation Rate Goal of 90%                                   c = Safe Harbor Target of a 10% decrease in difference from the prior year rate and the Goal
                b = Four-year Graduation Rate Target of 88%              d = Five-year Graduation Rate Target of 90%
Blank cells above represent student group indicators that do not meet the minimum size criteria.
n/a Indicates the student group is not applicable to System Safeguards.

  All
Students
African
American
Hispanic White American
Indian
Asian Pacific
Islander
Two or More
Races
Econ
Disadv
Special
Ed
ELL
(Current &
Monitored)
ELL
(Current)
Performance Rates
Reading
# at Level II Satisfactory Standard 2,351,353 257,463 1,158,284 759,063 7,964 113,789 3,176 51,232 1,238,881 110,044 380,707 n/a
Total Tests 3,225,381 409,402 1,710,591 901,332 11,078 125,562 4,234 62,717 1,918,815 312,005 660,071 535,265
% at Level II Satisfactory Standard 73% 63% 68% 84% 72% 91% 75% 82% 65% 35% 58% n/a
Mathematics
# at Level II Satisfactory Standard 1,983,384 209,414 1,007,247 622,157 6,671 92,275 2,714 42,618 1,089,918 110,953 400,546 n/a
Total Tests 2,595,020 328,072 1,376,703 727,833 8,837 97,653 3,416 52,163 1,565,841 259,272 576,442 464,170
% at Level II Satisfactory Standard 76% 64% 73% 85% 75% 94% 79% 82% 70% 43% 69% n/a
Writing
# at Level II Satisfactory Standard 509,998 53,627 246,194 168,589 1,682 27,282 713 11,858 265,254 20,971 96,701 n/a
Total Tests 736,454 89,732 386,467 211,067 2,514 30,242 962 15,392 439,592 65,403 171,674 136,459
% at Level II Satisfactory Standard 69% 60% 64% 80% 67% 90% 74% 77% 60% 32% 56% n/a
Science
# at Level II Satisfactory Standard 900,756 97,475 447,476 289,415 3,167 43,278 1,246 18,538 476,654 48,934 134,259 n/a
Total Tests 1,142,169 142,892 596,456 329,244 3,984 46,030 1,530 21,854 662,939 110,843 206,716 160,010
% at Level II Satisfactory Standard 79% 68% 75% 88% 79% 94% 81% 85% 72% 44% 65% n/a
Social Studies
# at Level II Satisfactory Standard 572,288 65,544 275,279 189,949 2,069 27,232 815 11,335 280,602 27,611 44,934 n/a
Total Tests 741,212 93,903 379,073 221,551 2,617 29,447 1,001 13,545 405,044 65,551 86,261 67,290
% at Level II Satisfactory Standard 77% 70% 73% 86% 79% 92% 81% 84% 69% 42% 52% n/a
 
Participation Rates
Reading: 2015-2016 Assessments
Number Participating 3,424,931 441,227 1,819,598 942,581 12,021 135,580 4,625 66,493 2,046,629 332,973 n/a 610,770
Total Students 3,446,868 445,378 1,830,668 948,279 12,124 135,862 4,661 66,896 2,060,779 336,473 n/a 612,928
Participation Rate 99% 99% 99% 99% 99% 100% 99% 99% 99% 99% n/a 100%
Mathematics: 2015-2016 Assessments
Number Participating 2,747,335 354,425 1,454,809 762,614 9,615 104,846 3,724 55,501 1,662,547 275,348 n/a 512,618
Total Students 2,760,448 356,831 1,461,481 766,025 9,675 105,079 3,747 55,735 1,671,226 277,499 n/a 514,828
Participation Rate 100% 99% 100% 100% 99% 100% 99% 100% 99% 99% n/a 100%
 
 
 
*     Indicates results are masked due to small numbers to protect student confidentiality.
**   When only one racial/ethnic group is masked, then the second smallest  racial/ethnic group is masked (regardless of size).
-     Indicates there are no students in the group.
n/a Indicates the student group is not applicable to System Safeguards.

  All
Students
African
American
Hispanic White American
Indian
Asian Pacific
Islander
Two or More
Races
Econ
Disadv
Special
Ed
ELL
(Ever HS)
ELL
(Current)
Federal Graduation Rates
4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2015
Number Graduated 302,262 37,951 142,404 102,000 1,283 12,822 480 5,322 144,957 22,703 17,962 n/a
Total in Class 339,626 44,533 164,646 109,200 1,486 13,444 541 5,776 169,386 29,045 24,513 18,037
Graduation Rate 89.0% 85.2% 86.5% 93.4% 86.3% 95.4% 88.7% 92.1% 85.6% 78.2% 73.3% n/a
4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2014
Number Graduated 294,240 36,807 136,586 101,737 1,242 12,292 383 5,193 142,669 23,149 18,142 n/a
Total in Class 333,286 43,707 159,708 109,354 1,426 12,969 431 5,691 167,545 29,875 25,382 12,515
Graduation Rate 88.3% 84.2% 85.5% 93.0% 87.1% 94.8% 88.9% 91.2% 85.2% 77.5% 71.5% n/a
5-year Extended Graduation Rate (Gr 9-12): Class of 2014
Number Graduated 300,454 37,760 140,341 102,992 1,271 12,425 388 5,277 146,424 24,462 19,225 n/a
Total in Class 332,187 43,491 158,985 109,224 1,423 12,950 433 5,681 166,757 29,988 25,066 12,341
Graduation Rate 90.4% 86.8% 88.3% 94.3% 89.3% 95.9% 89.6% 92.9% 87.8% 81.6% 76.7% n/a
 
District: Met Federal Limits on Alternative Assessments
Reading
Number Proficient 31,135                      
Total Federal Cap Limit 35,053                      
Mathematics
Number Proficient 28,735                      
Total Federal Cap Limit 28,172                      
 
 
 
*     Indicates results are masked due to small numbers to protect student confidentiality.
**   When only one racial/ethnic group is masked, then the second smallest  racial/ethnic group is masked (regardless of size).
-     Indicates there are no students in the group.
n/a Indicates the student group is not applicable to System Safeguards.

Source: 2016 Accountability System Safeguards Report

 
Part III: Priority and Focus Schools

Priority schools are the lowest 5% of Title I served campuses based on performance in reading, mathematics and graduation rates. Priority schools include Tier I or Tier II TTIPS schools, campuses with graduation rates less than 60%, and lowest achieving campuses based on All Students reading/math performance. Focus schools are 10% of Title I served campuses, not already identified as priority schools, that have the widest gaps between student group performance and safeguard targets. Campuses are ranked based on the largest gaps between student group reading/math performance and the annual measurable objectives (AMO) target of 83%. Campuses were originally staged as priority and focus based on data from the 2013 Accountability Reports.Priority and focus schools having improved in performance and are no longer identified as improvement required for the August 2015 and 2016 ratingswill include a "Progress" label. All schools that do not meet that criteria will remain identified as priority or focus.

Results available at campus level only.
 
 

A high-performance reward school is identified as a Title I school with distinctions based on reading and math performance. In addition, at the high school level, a reward school is a Title I school with the highest graduation rates. A high progress school is identified as a Title I school in the top 25% in annual improvement; and/or a school in the top 25% of those demonstrating ability to close performance gaps based on system safeguards. The reward school identifications provided are for the 2015-2016 school year.Identifications for the 2016-2017 school year are pending.

Results available at campus level only.
 
 


Source: TEA Division of School Improvement and Support

 
Part IV: Teacher Quality Data

Part IV A: Percent of Teachers by Highest Degree Held
Professional qualifications of all public elementary and secondary school teachers in the State of Texas. The distribution of degrees attained by teachers are shown as the percent of total Full-Time Equivalent (FTE) count of teachers with no degree, bachelor’s, master’s, and doctorate degrees.


  ----------------- State -----------------
  Number Percent
No Degree 3,524.0 1.0%
Bachelors 259,559.7 74.7%
Masters 82,029.5 23.6%
Doctorate 2,158.9 0.6%
 
 

Part IV B and C: Teachers with Emergency/Provisional Credentials, Highly Qualified (HQ) Teachers Low Poverty/ High Poverty Summary Reports
The percentage of all public elementary and secondary school teachers teaching with emergency or provisional credentials, and the percentage of classes in the state not taught by highly qualified teachers disaggregated by high-poverty compared to low-poverty schools. For this purpose, high-poverty means schools in the top quartile of poverty and low-poverty means the bottom quartile of poverty in the state.

 

All Campuses
Core Academic Subject Areas

  General
Education
Special
Education
Total
Total Number of Teachers   260,033 22,807 282,840
Total Number of Classes   874,184 72,209 946,393
Number of Classes Taught by Highly Qualified Teachers Number 867,438 70,902 938,340
Percent 99.23% 98.19% 99.15%
Number of Classes Taught by Not Highly Qualified Teachers Number 6,746 1,307 8,053
Percent 0.77% 1.81% 0.85%
 
 

Number of Core Academic Teachers Who Are Teaching on the Following Permits

  ------------ Number of Teachers ------------
  Elem
(PK-6)
secondary
(7-12)
Emergency (for certified personnel) 348 224
Emergency (for uncertified personnel) 29 35
Non-renewable 67 45
Temporary Classroom Assignment 20 120
District Teaching 64 20
Temporary 12 114
 
 

Number of Core Academic Teachers with a Probationary Certificate Enrolled in an Alternative Certification

  ------------ Number of Teachers ------------
  General Education Special Education
Highly Qualified 13,240 1,315
Not Highly Qualified 326 54
 
 

High Poverty Campuses
Core Academic Subject Areas

  General
Education
Special
Education
Total
Total Number of Teachers   59,246 4,269 63,515
Total Number of Classes   164,205 12,678 176,883
Number of Classes Taught by Highly Qualified Teachers Number 162,292 12,381 174,673
Percent 98.83% 97.66% 98.75%
Number of Classes Taught by Not Highly Qualified Teachers Number 1,913 297 2,210
Percent 1.17% 2.34% 1.25%
 
 

Number of Core Academic Teachers Who Are Teaching on the Following Permits

  ------------ Number of Teachers ------------
  Elem
(PK-6)
secondary
(7-12)
Emergency (for certified personnel) 193 91
Emergency (for uncertified personnel) 7 1
Non-renewable 7 7
Temporary Classroom Assignment 1 15
District Teaching 57 4
Temporary 5 0
 
 

Number of Core Academic Teachers with a Probationary Certificate Enrolled in an Alternative Certification

  ------------ Number of Teachers ------------
  General Education Special Education
Highly Qualified 4,406 322
Not Highly Qualified 128 16
 
 

Low Poverty Campuses
Core Academic Subject Areas

  General
Education
Special
Education
Total
Total Number of Teachers   74,574 7,136 81,710
Total Number of Classes   272,443 22,010 294,453
Number of Classes Taught by Highly Qualified Teachers Number 271,546 21,713 293,259
Percent 99.67% 98.65% 99.59%
Number of Classes Taught by Not Highly Qualified Teachers Number 897 297 1,194
Percent 0.33% 1.35% 0.41%
 
 

Number of Core Academic Teachers Who Are Teaching on the Following Permits

  ------------ Number of Teachers ------------
  Elem
(PK-6)
secondary
(7-12)
Emergency (for certified personnel) 28 17
Emergency (for uncertified personnel) 0 10
Non-renewable 30 13
Temporary Classroom Assignment 1 39
District Teaching 0 4
Temporary 0 2
 
 

Number of Core Academic Teachers with a Probationary Certificate Enrolled in an Alternative Certification

  ------------ Number of Teachers ------------
  General Education Special Education
Highly Qualified 1,953 308
Not Highly Qualified 20 10
 
 

Source: TEA Division of Federal and State Education Policy

 
Part V: Graduates Enrolled in Texas Institution of Higher Education (IHE)

This section provides the percentage of students who enroll and begin instruction at an institution of higher education in the school year (fall or spring semester) following high school graduation. The rate reflects the percent of total graduates during the 2012-13 school year who attended a public or independent college or university in Texas in the 2013-14 academic year.


Year Enrolled in Higher Education State
2013-14 57.5%
2012-13 56.9%

 
Source: Texas Higher Education Coordinating Board

 
Part VI: Statewide National Assessment of Educational Progress (NAEP) Results

The most recent NAEP results for Texas are provided showing statewide reading and mathematics performance results and participation rates, disaggregated by student group.


State Level: 2015 Percentages at NAEP Achievement Levels

Grade Subject Student Group %
Below Basic
%
At or Above
Basic
%
At or Above
Proficient
%
At or Above
Advanced
Grade 4 Reading Overall 36 64 31 7
    American Indian n/a n/a n/a n/a
    Asian 13 87 66 30
    Black 49 51 17 2
    Hispanic 44 56 22 3
    White 18 82 50 13
    Students with Disabilities 71 29 11 2
    English Language Learners 59 41 12 2
    National School Lunch Program 46 54 20 3
 
  Mathematics Overall 14 86 44 8
    American Indian n/a n/a n/a n/a
    Asian 3 97 82 36
    Black 24 76 29 2
    Hispanic 16 84 37 4
    White 7 93 60 15
    Students with Disabilities 41 59 18 2
    English Language Learners 23 77 28 2
    National School Lunch Program 19 81 30 2
 
Grade 8 Reading Overall 28 72 28 2
    American Indian n/a n/a n/a n/a
    Asian 12 88 55 12
    Black 38 62 19 2
    Hispanic 35 65 19 1
    White 14 86 43 4
    Students with Disabilities 70 30 5 n/a
    English Language Learners 71 29 2 n/a
    National School Lunch Program 36 64 18 1
 
  Mathematics Overall 25 75 32 7
    American Indian n/a n/a n/a n/a
    Asian 5 95 67 25
    Black 43 57 16 2
    Hispanic 31 69 23 4
    White 12 88 48 12
    Students with Disabilities 62 38 8 1
    English Language Learners 60 40 6 n/a
    National School Lunch Program 34 66 20 3
 

State Level: 2015 Participation Rates for Students with Disabilities and Limited English Proficient Students

Grade Subject Student Group %
Grade 4 Reading Students with Disabilities 72
    Limited English Proficient 92
 
  Mathematics Students with Disabilities 80
    Limited English Proficient 95
 
Grade 8 Reading Students with Disabilities 81
    Limited English Proficient 95
 
  Mathematics Students with Disabilities 81
    Limited English Proficient 90
 

 
Source: TEA Division of Student Assessment