Texas Education Agency
2017-18 Federal Report Card for Texas Public Schools
Campus Name: ROY J WOLLAM EL
Campus ID: 084909103
District Name: SANTA FE ISD

Part (i): General Description of the Texas State Accountability System Under Subsection (c)

Part (i)(I) the minimum number of students that the State determines are necessary to be included in each of the subgroups of students, as defined in subsection (c)(2), for use in the accountability system;
The Texas accountability minimum size criteria are 25 tests for assessments related indicators or 25 students for non-assessment related indicators, such as graduation, for any student group, and 10 tests or students for 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, as defined in subsection (c)(2);

  All
Students
African
American
Hispanic White American
Indian
Asian Pacific
Islander
Two or More
Races
Econ
Disadv
Special
Educ
EL
(Current
and
Former)
Academic Performance (At Meets Grade Level or Above) Reading/ELA Baseline 2016-17 Rates 44% 32% 37% 60% 43% 74% 45% 56% 33% 19% 29%
    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%
  Mathematics Baseline 2016-17 Rates 46% 31% 40% 59% 45% 82% 50% 54% 36% 23% 40%
    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%
EL Progress   Baseline 2016-17 Rates                     41%
    2017-18 through 2021-22                     42%
    2022-23 through 2026-27                     44%
    2027-28 through 2031-32                     46%
Graduation Rate:4-Year Longitudinal Rate   Baseline 2016-17 Rates 89% 85% 87% 93% 86% 95% 89% 92% 86% 78% 72%
    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%


Part (i)(III) the indicators described in subsection (c)(4)(B) used to meaningfully differentiate all public schools in the State;
a. Academic Achievement Indicator: STAAR Performance Status (Percent at or above Meets Grade Level)
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 described in subsection (c)(4)(B) 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 10%
High Schools and K-12 Academic Achievement 50%
  4-Year Graduation Rate 10%
  English Learner Language proficiency 10%
  SQSS: College, Career, and Military Readiness 30%

(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 (90-00), B (80-89), C (70-79), D (60-69), and F (0-59) and further used to differentiate all public schools.
(cc) the methodology by which the State differentiates a school as consistently underperforming for any subgroup of students described in section (c)(4)(C)(iii), including the time period used by the State to determine consistent underperformance;
Student group achievement is monitored annually through the Closing the Gaps domain of the State accountability. Any campus that has one or more achievement gap(s) between individual student groups and the interim goals for three consecutive years will be identified as a consistently underperforming school.
(dd) the methodology by which the State identifies a school for comprehensive support and improvement as required under subsection (c)(4)(D)(i);
The Closing the Gaps domain scaled score is used to identify schools for comprehensive support and improvement. TEA rank orders the scaled domain score for all campuses. The lowest five percent of campuses that receive Title I, Part A funds are identified for comprehensive support and improvement. Also, if a campus does not attain a 67 percent four-year graduation rate for the all students group, the campus is also automatically identified for comprehensive support and improvement. Additionally, any Title I campus identified for targeted support and improvement for three consecutive years is identified for comprehensive support and improvement the following school year.
TEA will annually identify campuses for comprehensive support and improvement beginning with the August 2018 accountability release, which is based on school year 2017-18 performance data.

Part (i)(V) the number and names of all public schools in the State identified by the State for comprehensive support and improvement under subsection (c)(4)(D)(i) or implementing targeted support and improvement plans under subsection (d)(2);
Comprehensive Support and Improvement Schools and Additional Targeted Support Schools list those campuses that have been identified for comprehensive support and additional targeted support based on performance in the Closing the Gaps domain (Excel file).

Part (i)(VI) the exit criteria established by the State as required under clause (i) of subsection (d)(3)(A), including the length of years established under clause (i)(II) of such subsection.
Campuses that do not rank in the bottom five percent of the Closing the Gaps domain for two consecutive years and have increased a letter grade (for example, from F to D or from D to C) on the Closing the Gaps domain will be considered as having successfully exited comprehensive support and improvement status.
To exit additional targeted support and improvement status, a student group must meet at least 50 percent of the indicators evaluated and meet the targets for the Academic Achievement component in both reading and mathematics.

Part (ii): Student Achievement by Proficiency Level

This section provides information on student achievement on the STAAR (State of Texas Assessments of Academic Readiness) performance for mathematics, ELA/reading, and science by grade level and proficiency level for the 2017-18 school year. These results include all students tested, regardless of whether they were in the accountability subset.

There is no data for this campus.

 
Part (iii): Academic Growth and Graduation Rate

Part (iii)(I): Academic Growth
This section provides information on students' academic growth for mathematics and ELA/reading for public elementary schools and secondary schools which don't have a graduation rate. These results include all students tested, regardless of whether they were in the accountability subset.

There is no data for this campus.
 
 


Part (iii)(II): Graduation Rate
This section provides information on high school graduation rates.
 

There is no data for this campus.
 
 

Part (iv): English Language Proficiency

This section provides information on the number and percentage of English learners achieving English language proficiency.

Total EL in Class Proficiency of EL Rate of Proficiency
 
* * *
 
 
'*'       Indicates results are masked due to small numbers to protect student confidentiality.
'-'       Indicates zero observations reported for this group.

Part (v): School Quality or Student Success (SQSS)

This section provides information on the other indicator of school quality or student success, which is college, career and military readiness (CCMR) for high schools and average performance rate of the three STAAR performance levels of all students, regardless of whether they were in the accountability subset, for elementary and secondary schools without a graduation rate.

There is no data for this campus.
 
 

Part (vi): Goal Meeting Status

This section provides information on the progress of all students and each student group toward meeting the long-term goals or interim objectives on STAAR academic performance, federal graduation rate, and English learners' language proficiency.

  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 (2018-2022) 44% 32% 37% 60% 43% 74% 45% 56% 33% 19% 29%
Target Met                      
Interim Goals (2023-2027) 52% 42% 46% 66% 51% 78% 53% 62% 43% 31% 39%
Target Met                      
Interim Goals (2028-2032) 62% 54% 58% 73% 62% 82% 63% 70% 55% 45% 52%
Target Met                      
Long-Term Goals 72% 66% 69% 80% 72% 87% 73% 78% 67% 60% 65%
Target Met                      
Mathematics
Interim Goals (2018-2022) 46% 31% 40% 59% 45% 82% 50% 54% 36% 23% 40%
Target Met                      
Interim Goals (2023-2027) 54% 41% 49% 65% 53% 85% 57% 61% 45% 34% 49%
Target Met                      
Interim Goals (2028-2032) 63% 54% 59% 73% 63% 88% 66% 69% 57% 48% 59%
Target Met                      
Long-Term Goals 73% 66% 70% 80% 73% 91% 75% 77% 68% 62% 70%
Target Met                      
 
English Learner Language Proficiency Status
 
Interim Goals (2018-2022)                     42%
Target Met                     Y
Interim Goals (2023-2027)                     44%
Target Met                     Y
Interim Goals (2028-2032)                     46%
Target Met                     Y
Long-Term Goals                     46%
Target Met                     Y
 
Federal Graduation Status
 
Interim Goals (2018-2022) 90% 90% 90% 90% 90% 90% 90% 90% 90% 90% 90%
Target Met                      
Interim Goals (2023-2027) 92% 92% 92% 92% 92% 92% 92% 92% 92% 92% 92%
Target Met                      
Interim Goals (2028-2032) 94% 94% 94% 94% 94% 94% 94% 94% 94% 94% 94%
Target Met                      
Long-Term Goals 94% 94% 94% 94% 94% 94% 94% 94% 94% 94% 94%
Target Met                      
 
 
 
'+'       STAAR Performance and Graduation use EL(Current & Monitored), EL English Learner Language Proficiency uses EL (Current).
           Blank cells above represent student group indicators that do not meet the minimum size criteria.

 
Source: 2018 Accountability Closing the Gaps Status Table

Part (vii): STAAR Participation

This section provides the percentage of students assessed and not assessed for mathematics, ELA/reading, and science.

There is no data for this campus.
 
 

 
Part (viii): Civil Rights Data

Part (viii)(I) This section provides information submitted by school districts to the Office for Civil Rights on measures of school quality, climate, and safety.

  Total
students
African
American
Hispanic White Indian or
Alaska
Native
Asian Pacific
Islander
Two or More
Races
EL Students
with
Disabilities
Students
with
Disabilities
(Section 504)
Students Without Disabilities
In-School Suspensions
     Male 15 * * 11 * * * * *    
     Female 7 * * 5 * * * * *    
     Total 22 * * 16 * * * * *    
Out-of-School Suspensions
     Male 6 * * * * * * * *    
     Female * * * * * * * * *    
     Total 6 * * * * * * * *    
Expulsions
   With Educational Services    Male * * * * * * * * *    
     Female * * * * * * * * *    
     Total * * * * * * * * *    
   Without Educational Services    Male * * * * * * * * *    
     Female * * * * * * * * *    
     Total * * * * * * * * *    
   Under Zero Tolerance Policies    Male * * * * * * * * *    
     Female * * * * * * * * *    
     Total * * * * * * * * *    
School-Related Arrests
     Male * * * * * * * * *    
     Female * * * * * * * * *    
     Total * * * * * * * * *    
Referrals to Law Enforcement
     Male * * * * * * * * *    
     Female * * * * * * * * *    
     Total * * * * * * * * *    
Students With Disabilities
In-School Suspensions
     Male 5 * * 5 * * * * *   8
     Female * * * * * * * * *   *
     Total 5 * * 5 * * * * *   10
Out-of-School Suspensions
     Male * * * * * * * * *   *
     Female * * * * * * * * *   *
     Total * * * * * * * * *   *
Expulsions
   With Educational Services    Male * * * * * * * * *   *
     Female * * * * * * * * *   *
     Total * * * * * * * * *   *
   Without Educational Services    Male * * * * * * * * *   *
     Female * * * * * * * * *   *
     Total * * * * * * * * *   *
   Under Zero Tolerance Policies    Male * * * * * * * * *   *
     Female * * * * * * * * *   *
     Total * * * * * * * * *   *
School-Related Arrests
     Male * * * * * * * * *   *
     Female * * * * * * * * *   *
     Total * * * * * * * * *   *
Referrals to Law Enforcement
     Male * * * * * * * * *   *
     Female * * * * * * * * *   *
     Total * * * * * * * * *   *
All Students
Chronic Absenteeism
     Male 92 * 14 74 * * * * 5 14 *
     Female 83 * 14 65 * * * * * 5 *
     Total 175 * 28 139 * * * * 7 19 *
 
 
 
 

  Total
Incidents of Violence
   Incidents of rape or attempted rape *
   Incidents of sexual assault (other than rape) *
   Incidents of robbery with a weapon *
   Incidents of robbery with a firearm or explosive device *
   Incidents of robbery without a weapon *
   Incidents of physical attack or fight with a weapon *
   Incidents of physical attack or fight with a firearm or explosive device *
   Incidents of physical attack or fight without a weapon *
   Incidents of threats of physical attack with a weapon *
   Incidents of threats of physical attack with a firearm or explosive device *
   Incidents of threats of physical attack without a weapon *
   Incidents of possession of a firearm or explosive device *
Allegations of Harassment or bullying
   On the basis of sex *
   On the basis of race *
   On the basis of disability *
 
 
 
 


Part (viii)(II) This section provides information submitted by school districts to the Office for Civil Rights on the number and percentage of students enrolled in preschool programs and accelerated coursework to earn postsecondary credit while still in high school.
 

  Total
students
African
American
Hispanic White Indian or
Alaska
Native
Asian Pacific
Islander
Two or More
Races
EL Students
with
Disabilities
Preschool Programs
     Male 51 * 14 35 * * * * * 23
     Female 53 * 14 35 * * * * * 14
     Total 104 * 28 70 * * * * * 37
Accelerated Coursework
   Advanced Placement Courses    Male - - - - - - - - - -
     Female - - - - - - - - - -
     Total - - - - - - - - - -
   International Baccalaureate Courses    Male - - - - - - - - - -
     Female - - - - - - - - - -
     Total - - - - - - - - - -
 
 
'*'       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.
         Blank cell indicates the student group is not applicable to this report.

Part (ix): Teacher Quality Data

This section provides information on the professional qualifications of teachers, including information disaggregated by high- and and low-poverty schools on the number and percentage of (I) inexperienced teacher, principals, and other school leaders; (II) teachers teaching with emergency or provisional credentials; and (III) teachers who are not teaching in the subject or field for which the teacher is certified or licensed.

  All School
  Number Percent
Inexperienced Teachers, Principals, and Other School Leaders 4.0 5.9%
 
Teachers Teaching with Emergency or Provisional Credentials 0.0 -
 
Teacher Who Are Not Teaching in the Subject or Field for Which the Teacher is Certified or Licensed 0.0 -
 
 
 
'-'       Indicates there are no data available in the group.
         Blank cell Indicates data are not applicable to this report.

 
Source: TEA Division of Research and Analysis

Part (x): Per-pupil Expenditure

This section provides information on the per-pupil expenditures of federal, state, and local funds, including actual personnel expenditures and actual non-personnel expenditures, disaggregated by source of funds, for each school district and campus for the preceding fiscal year.

The Public Education Information Management System (PEIMS) encompasses all data requested and received by Texas Education Agency (TEA) about public education, including student demographic and academic performance, personnel, financial, and organizational information. The submission of PEIMS data is required of all local education agencies (LEAs).

The TEA will utilize PEIMS submissions to develop and report the per-pupil expenditures of Federal, State, and local funds, including actual personnel expenditures and actual non-personnel expenditures of Federal, State, and local funds, disaggregated by source of funds, for each LEA and each school in the State for the preceding fiscal year; the data will be reported on 2018-2019 school year report cards.

Part (xi): STAAR Alternate 2 Participation

This section provides information on the number and percentage of students with the most-significant cognitive disabilities who take STAAR Alternate 2, by grade and subject.

There is no data for this campus.
 
 

Part (xii): Statewide National Assessment of Educational Progress (NAEP)

This section provides results on the state academic assessments in reading and mathematics in grades 4 and 8 of the National Assessment of Educational Progress, compared to the national average of such results.

State Level: 2017 Percentages at NAEP Achievement Levels

  % Below Basic % At or Above Basic % At or Above Proficient % At or Above Advanced
Grade Subject Student Group TX US TX US TX US TX US
Grade 4 Reading Overall 40 32 32 31 23 27 5 9
    Black 44 49 34 31 19 17 3 3
    Hispanic 49 46 31 32 16 19 3 4
    White 21 22 34 32 35 34 10 13
    American Indian * 52 * 28 * 17 * 3
    Asian 16 16 23 25 42 37 19 22
    Pacific Islander * 42 * 31 * 23 * 4
    Two or More Races 33 27 29 31 29 30 8 11
    Econ Disadv 50 46 32 32 16 18 2 3
    Students with Disabilities 70 68 20 20 9 10 1 2
    English Language Learners 63 68 25 23 11 8 1 1
 
  Mathematics Overall 18 20 40 39 33 32 8 8
    Black 30 37 46 44 22 17 3 2
    Hispanic 21 29 45 44 29 23 5 3
    White 9 12 32 37 46 40 13 11
    American Indian * 31 * 44 * 21 * 3
    Asian 8 8 18 25 40 42 34 25
    Pacific Islander * 29 * 42 * 25 * 4
    Two or More Races 13 15 30 39 41 35 17 11
    Econ Disadv 23 31 46 44 25 22 4 3
    Students with Disabilities 43 51 38 32 16 14 2 3
    English Language Learners 29 47 44 39 23 13 4 2
 
Grade 8 Reading Overall 29 24 44 40 26 32 2 4
    Black 42 40 43 42 14 17 n/a 1
    Hispanic 34 33 45 44 20 22 1 1
    White 17 16 43 39 37 39 3 6
    American Indian * 37 * 41 * 20 * 1
    Asian 8 13 29 30 53 45 10 12
    Pacific Islander * 35 * 42 * 22 * 2
    Two or More Races 23 18 42 40 31 36 5 6
    Econ Disadv 38 35 45 43 16 20 1 1
    Students with Disabilities 65 61 29 29 6 9 n/a 1
    English Language Learners 62 68 33 27 5 5 n/a n/a
 
  Mathematics Overall 30 30 37 36 24 24 9 10
    Black 44 53 41 34 13 11 1 2
    Hispanic 38 43 39 37 19 16 4 4
    White 16 20 33 37 35 31 16 13
    American Indian * 44 * 38 * 14 * 4
    Asian 3 12 19 24 37 32 40 32
    Pacific Islander * 36 * 39 * 18 * 6
    Two or More Races 24 27 43 36 24 25 8 13
    Econ Disadv 40 45 40 37 17 15 3 3
    Students with Disabilities 67 69 23 22 8 7 2 2
    English Language Learners 61 71 32 23 7 5 1 1
 

State Level: 2017 Participation Rates for Students with Disabilities and Limited English Proficient Students

Grade Subject Student Group %
Grade 4 Reading Students with Disabilities 81
    Limited English Proficient 94
 
  Mathematics Students with Disabilities 79
    Limited English Proficient 94
 
Grade 8 Reading Students with Disabilities 81
    Limited English Proficient 94
 
  Mathematics Students with Disabilities 82
    Limited English Proficient 96
 
 
 
 
'*'       Indicates reporting standards not met.
'n/a'   Indicates data reporting is not applicable for this group.

 
Source: TEA Division of Student Assessment

Part (xiii): Cohort Rate of Graduates Enrolled in Postsecondary Education

This section provides information on the cohort rate at which students who graduate from the high school enroll, for the first academic year that begins after the student's graduation, in (I) programs of public postsecondary education in Texas; and (II) programs of private postsecondary education in Texas or programs of postsecondary education outside Texas.

Data are not available.

Texas Education Agency | Academics | Performance Reporting December 2018