Texas Education Agency
2016-17 Federal Report Card for Texas Public Schools
Campus Name: FRIONA EL
Campus ID: 185903101
District Name: FRIONA ISD

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 2016-17 school year. These results include all students tested, whether or not they were in the accountability subset.

  State District Campus 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 Approaches Grade Level (2017) or Level II Satisfactory Standard (2016)
 
   Grade 3
      Reading 2017 72% 61% 61% * 59% 88% - - - - * 56% 43% 67% 57% 60%
  2016 72% 70% 70% * 70% 100% - - - - * 70% 47% 76% 61% 50%
 
      Mathematics 2017 76% 76% 76% * 73% 100% - - - - * 73% 68% 81% 73% 80%
  2016 74% 86% 86% * 87% 83% - - - - * 87% 74% 86% 86% 83%
 
   Grade 4
      Reading 2017 69% 62% 62% * 63% * - - - - * 59% 55% 72% 45% 55%
  2016 74% 84% 84% - 82% 92% - - - - 50% 81% 67% 95% 74% 88%
 
      Mathematics 2017 74% 65% 65% * 63% 83% - - - - * 66% 50% 70% 56% 64%
  2016 72% 60% 60% - 57% 77% - - - - 50% 56% 33% 66% 56% *
 
      Writing 2017 64% 58% 58% * 59% * - - - - * 55% 35% 73% 35% 50%
  2016 68% 69% 69% - 69% 69% - - - - * 68% 50% 79% 60% 56%
 
   Grade 5
      Reading 2017 81% 84% 84% - 82% 93% - - - - 56% 81% 57% 86% 82% *
  2016 80% 78% 78% * 76% 90% - - - - 42% 75% 59% 80% 77% *
 
      Mathematics 2017 86% 89% 89% - 89% 87% - - - - 67% 83% 57% 94% 84% *
  2016 85% 93% 93% * 92% 100% - - - - 75% 92% 88% 87% 98% 100%
 
      Science 2017 73% 70% 70% - 66% 87% - - - - 56% 67% * 71% 68% *
  2016 73% 55% 55% * 52% 80% - - - - * 47% * 53% 57% *
 
   All Grades
      All Subjects 2017 74% 70% 71% * 69% 84% - - - - 50% 67% 51% 76% 65% 67%
  2016 74% 67% 74% * 73% 85% - - - - 52% 72% 54% 78% 71% 64%
 
      Reading 2017 71% 67% 69% * 67% 83% - - - - 50% 64% 49% 75% 63% 63%
  2016 72% 68% 78% * 76% 93% - - - - 50% 75% 57% 83% 72% 62%
 
      Mathematics 2017 78% 78% 76% * 75% 90% - - - - 50% 73% 61% 80% 73% 75%
  2016 75% 73% 79% * 79% 86% - - - - 65% 78% 65% 79% 79% 77%
 
      Writing 2017 66% 65% 58% * 59% * - - - - * 55% 35% 73% 35% 50%
  2016 68% 66% 69% - 69% 69% - - - - * 68% 50% 79% 60% 56%
 
      Science 2017 78% 72% 70% - 66% 87% - - - - 56% 67% * 71% 68% *
  2016 77% 58% 55% * 52% 80% - - - - * 47% * 53% 57% *
 
 
STAAR Percent at Meets Grade Level (2017) or Final Level II Standard (2016)
 
   All Grades
      All Subjects 2017 44% 34% 36% * 33% 56% - - - - 33% 31% 19% 37% 35% 31%
  2016 42% 29% 33% * 31% 51% - - - - 26% 29% 12% 36% 30% 28%
 
      Reading 2017 43% 35% 39% * 35% 72% - - - - 40% 34% 17% 41% 38% 29%
  2016 42% 31% 36% * 34% 52% - - - - 38% 32% 13% 42% 30% 27%
 
      Mathematics 2017 45% 39% 38% * 37% 48% - - - - 25% 34% 24% 38% 38% 42%
  2016 40% 31% 33% * 31% 52% - - - - 23% 28% 13% 33% 33% 35%
 
      Writing 2017 36% 30% 23% * 23% * - - - - * 22% 15% 31% 10% 10%
  2016 39% 36% 40% - 38% 46% - - - - * 43% 17% 47% 33% 33%
 
      Science 2017 48% 31% 32% - 27% 53% - - - - 44% 27% * 26% 36% *
  2016 44% 22% 19% * 14% 50% - - - - * 12% * 13% 23% *
 
 
STAAR Percent at Masters Grade Level (2017) or Level III Advanced (2016)
 
   All Grades
      All Subjects 2017 19% 11% 16% * 15% 28% - - - - 19% 14% 6% 16% 17% 15%
  2016 17% 8% 12% * 11% 25% - - - - 11% 10% 4% 17% 8% 13%
 
      Reading 2017 18% 12% 19% * 17% 34% - - - - 25% 16% 8% 19% 20% 13%
  2016 16% 9% 16% * 15% 24% - - - - 15% 14% 4% 23% 8% 15%
 
      Mathematics 2017 21% 15% 19% * 18% 31% - - - - 15% 16% 6% 19% 20% 25%
  2016 17% 10% 10% * 9% 24% - - - - 8% 8% 4% 14% 7% 12%
 
      Writing 2017 11% 5% 3% * 3% * - - - - * 3% 0% 4% 0% 0%
  2016 14% 11% 16% - 13% 31% - - - - * 13% 11% 24% 9% 22%
 
      Science 2017 19% 7% 11% - 9% 20% - - - - 22% 12% * 11% 11% *
  2016 15% 3% 4% * 2% 20% - - - - * 0% * 0% 7% *
 

STAAR Participation (All Grades)
 
      All Tests 2017 99% 100% 100% 100% 100% 100% - - - * 96% 100% 100% 99% 100% 100%
  2016 99% 100% 100% 100% 100% 100% - - - - 100% 100% 100% 100% 100% 100%
 
      Reading 2017 99% 100% 99% * 100% 100% - - - * 95% 99% 100% 99% 99% 100%
  2016 99% 100% 100% * 100% 100% - - - - 100% 100% 100% 100% 100% 100%
 
      Mathematics 2017 100% 100% 100% * 100% 100% - - - * 95% 100% 100% 99% 100% 100%
  2016 100% 100% 100% * 100% 100% - - - - 100% 100% 100% 100% 100% 100%
 
      Writing 2017 100% 99% 100% * 100% 100% - - - - * 100% 100% 100% 100% 100%
  2016 99% 100% 100% - 100% 100% - - - - 100% 100% 100% 100% 100% 100%
 
      Science 2017 99% 100% 100% - 100% 100% - - - - 100% 100% 100% 100% 100% *
  2016 99% 100% 100% * 100% 100% - - - - 100% 100% 100% 100% 100% 100%
 

STAAR Participation Results by Assessment Type for Students Served in Special Education Settings (All Grades)
 
Reading Tests
   % of Participants 2017 98% 99% 95% - 100% * - - - * 95% 100% 100% 86% 100% *
      % STAAR/EOC With No Accommodations 2017 13% 10% 19% - 13% * - - - * 19% 13% 0% 0% 29% *
      % STAAR/EOC With Accommodations 2017 73% 78% 62% - 75% * - - - * 62% 67% 80% 71% 57% *
      % STAAR Alternate 2 2017 12% 10% 14% - 13% * - - - * 14% 20% 20% 14% 14% *
   % of Non-Participants 2017 2% 1% 5% - 0% * - - - * 5% 0% 0% 14% 0% *
 
Mathematics Tests
   % of Participants 2017 99% 98% 95% - 100% * - - - * 95% 100% 100% 86% 100% *
      % STAAR/EOC With No Accommodations 2017 12% 10% 19% - 13% * - - - * 19% 13% 0% 0% 29% *
      % STAAR/EOC With Accommodations 2017 74% 80% 62% - 75% * - - - * 62% 67% 80% 71% 57% *
      % STAAR Alternate 2 2017 13% 8% 14% - 13% * - - - * 14% 20% 20% 14% 14% *
   % of Non-Participants 2017 1% 2% 5% - 0% * - - - * 5% 0% 0% 14% 0% *
 
 
 
'*'   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 2016-17 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 n/a 5 5 100
Mathematics Y   Y Y         Y   Y n/a 5 5 100
Writing Y   Y           Y     n/a 3 3 100
Science Y   Y           Y     n/a 3 3 100
Social Studies                       n/a 0 0  
Total                         16 16 100
 
Performance Status - Federal
Federal Target 91% 91% 91% 91%         91% 91% 91%        
Reading N   N N n/a n/a n/a n/a N   N n/a      
Mathematics N   N N n/a n/a n/a n/a N   N n/a      
 
Participation Status
Target 95% 95% 95% 95% 95% 95% 95% 95% 95% 95%   95%      
Reading Y   Y Y         Y   n/a Y 5 5 100
Mathematics Y   Y Y         Y   n/a Y 5 5 100
Total                         10 10 100
 
Federal Graduation Status (Target: See Reason Codes)
Graduation Target Met                     n/a   0 0  
Reason Code ***                              
Total                         0 0  
 
District: Met Federal Limits on Alternative Assessments
Reading                              
Alternate 1% n/a                            
Number Proficient n/a                            
Total Federal Cap Limit n/a                            
Mathematics                              
Alternate 1% n/a                            
Number Proficient n/a                            
Total Federal Cap Limit n/a                            
Total                              
Overall Total                         26 26 100
 
+   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 88.5%          d = Five-year Graduation Rate Target of 91%
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 Approaches Grade Level Standard 158 * 133 ** - - - - 111 10 48 n/a
Total Tests 219 * 188 ** - - - - 163 20 76 59
% at Approaches Grade Level Standard 72% * 71% 86% - - - - 68% 50% 63% n/a
Mathematics
# at Approaches Grade Level Standard 176 * 149 ** - - - - 127 10 58 n/a
Total Tests 219 * 188 ** - - - - 163 20 76 59
% at Approaches Grade Level Standard 80% * 79% 89% - - - - 78% 50% 76% n/a
Writing
# at Approaches Grade Level Standard 46 * 42 * - - - - 35 * 12 n/a
Total Tests 72 * 64 * - - - - 57 * 21 16
% at Approaches Grade Level Standard 64% * 66% * - - - - 61% * 57% n/a
Science
# at Approaches Grade Level Standard 53 - 41 12 - - - - 33 5 8 n/a
Total Tests 72 - 58 14 - - - - 45 9 12 *
% at Approaches Grade Level Standard 74% - 71% 86% - - - - 73% 56% 67% n/a
Social Studies
# at Approaches Grade Level Standard - - - - - - - - - - - n/a
Total Tests - - - - - - - - - - - -
% at Approaches Grade Level Standard - - - - - - - - - - - n/a
 
Participation Rates
Reading: 2016-2017 Assessments
Number Participating 241 * 209 29 - - - * 184 20 n/a 74
Total Students 243 * 210 29 - - - * 185 21 n/a 74
Participation Rate 99% * 100% 100% - - - * 99% 95% n/a 100%
Mathematics: 2016-2017 Assessments
Number Participating 238 * 206 29 - - - * 182 20 n/a 71
Total Students 239 * 206 29 - - - * 182 21 n/a 71
Participation Rate 100% * 100% 100% - - - * 100% 95% 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 2016
Number Graduated - - - - - - - - - - - n/a
Total in Class - - - - - - - - - - - -
Graduation Rate - - - - - - - - - - - n/a
4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2015
Number Graduated - - - - - - - - - - - n/a
Total in Class - - - - - - - - - - - -
Graduation Rate - - - - - - - - - - - n/a
5-year Extended Graduation Rate (Gr 9-12): Class of 2015
Number Graduated - - - - - - - - - - - n/a
Total in Class - - - - - - - - - - - -
Graduation Rate - - - - - - - - - - - n/a
 
District: Met Federal Limits on Alternative Assessments
Reading
Number Proficient n/a                      
Total Federal Cap Limit n/a                      
Mathematics
Number Proficient n/a                      
Total Federal Cap Limit n/a                      
 
 
 
*     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: 2017 Accountability System Safeguards Report

 
Part III: Priority and Focus Schools

Priority schools are 5% of Title I served campuses based on performance in reading and mathematics and graduation rates. Priority schools include TTIPS schools, campuses with graduation rates less than 60%, and lowest achieving campuses based on Improvement Required status and reading/mathematics performance in the selected student groups. Focus schools are 10% of Title I served campuses, not already identified as priority schools, that have the next lowest achieving campuses based on Improvement Required status and reading/mathematics performance in the selected student groups.

Priority School Identification: No
Focus School Identification: No
Priority School Reason: N/A
Focus School Reason: N/A
 

A high-performance reward school is identified as a Title I school with distinctions based on reading and mathematics 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.

High Performing School: No
High Progress School: No


Source: TEA Division of School Improvement and Support

 
Part IV: Teacher Quality Data

Part IV A: Percentage 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 percentage of total Full-Time Equivalent (FTE) count of teachers with no degree, bachelorís, masterís, and doctorate degrees.


  ----------------- Campus -----------------  
  Number Percent District
Percent
State
Percent
No Degree 0.0 0.0% 0.0% 1.2%
Bachelors 21.6 82.2% 82.5% 74.5%
Masters 4.7 17.8% 17.5% 23.6%
Doctorate 0.0 0.0% 0.0% 0.6%
 
 

Part IV B and C: Teachers with Emergency/Provisional Credentials, Low Poverty/ High Poverty Summary Reports
The percentage of all public elementary and secondary school teachers teaching with emergency or provisional credentials, 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.

 

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

Report Not Required

Source: TEA Division of Educator Preparation and Program Accountability

 
Part V: Graduates Enrolled in Texas Institution of Higher Education (TX 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 percentage of total graduates during the 2013-14 school year who attended a public or independent college or university in Texas in the 2014-15 academic year.


Report Not Required
 
 

 
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