Texas Education Agency
2018-19 Federal Report Card for Texas Public Schools
Campus Name: WOODCREST EL
Campus ID: 123908107
District Name: PORT NECHES-GROVES ISD

Part (i): A clear and concise description of the State’s accountability system under subsection (c), including—

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 assessment related indicators or 25 students for non-assessment related indicators, such as graduation, for any student group, and 10 tests or students for the 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);

State 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 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                     36%
  2022-23 through 2026-27                     38%
  2027-28 through 2031-32                     40%
 
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%
 
'^'       Student groups with graduation rates that were at or above 90 percent are required to exceed that rate by at least a tenth of a percent in the following year(s).


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 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-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 (90-100), 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; and TEA uses the Closing the Gaps domain to identify campuses that have consistently underperforming student groups. A student group that misses the targets in at least the same three indicators, for three consecutive years, is considered “consistently underperforming.” Any campus not identified for comprehensive support and improvement that has at least one consistently underperforming student group is identified for targeted support and improvement. Campuses are evaluated annually for identification.
(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.
Additionally, if any Title I or non-Title I campus does not attain a 67 percent four-year federal graduation rate for the all students group, the campus is identified for comprehensive support and improvement. Non-Title I campuses are not eligible for comprehensive support grant funding.
Any Title I campus identified for targeted support and improvement for three consecutive years for the same student group(s) is identified for comprehensive support and improvement 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 under subsection (c)(4)(D)(i) or implementing targeted support and improvement plans under subsection (d)(2); and Comprehensive Support and Improvement Schools , Targeted Support and Improvement Schools and Additional Targeted Support Schools list those campuses that have been identified for comprehensive support and improvement, targeted support and improvement 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 are considered as having successfully exited comprehensive support and improvement status.Campuses identified as comprehensive support and improvement based solely on a graduation rate below 67 percent must have a four-year federal graduation rate of at least 67 percent for two consecutive years to exit comprehensive support and improvement status.
To exit additional targeted support status, the student group(s) that triggered the additional targeted support status must 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, reading/ELA, and science by grade level and proficiency level for the 2018-19 school year. These results include all students tested, regardless of whether they were in the accountability subset. (CWD: children with disability; CWOD: children without disability; EL: English learner)

  State District Campus Afr
Amer
Hispanic White Amer
Ind
Asian Pac
Isl
Two or
More
Races
Econ
Disadv
Non
Econ
Disadv
CWD CWOD EL Male Female Migrant Homeless Foster
Care
Military
 
STAAR Percent at Approaches Grade Level or Above
   Grade 3
      Reading    All Students 75% 89% 85% * 93% 85% * * - * 85% 85% 56% 88% * 86% 83% - * - -
     CWD 49% 60% 56% * - 57% - - - * * 71% 56% - - 43% * - - - -
     CWOD 79% 92% 88% * 93% 89% * * - * 89% 87% - 88% * 92% 82% - * - -
     EL 69% 86% * - * - - - - - * - - * * - * - - - -
     Male 73% 88% 86% * 100% 86% - * - * 82% 88% 43% 92% - 86% - - * - -
     Female 78% 89% 83% * 86% 83% * * - * 88% 78% * 82% * - 83% - - - -
 
      Mathematics    All Students 78% 89% 89% * 80% 93% * * - * 79% 96% 78% 90% * 86% 94% - * - -
     CWD 52% 62% 78% * - 71% - - - * * 86% 78% - - 71% * - - - -
     CWOD 81% 92% 90% * 80% 95% * * - * 81% 98% - 90% * 88% 94% - * - -
     EL 75% 89% * - * - - - - - * - - * * - * - - - -
     Male 78% 88% 86% * 88% 89% - * - * 73% 94% 71% 88% - 86% - - * - -
     Female 78% 90% 94% * 71% 100% * * - * 88% 100% * 94% * - 94% - - - -
 
 
STAAR Percent at Meets Grade Level or Above
   Grade 3
      Reading    All Students 44% 52% 46% * 40% 49% * * - * 38% 52% 22% 49% * 41% 54% - * - -
     CWD 26% 29% 22% * - 29% - - - * * 29% 22% - - 14% * - - - -
     CWOD 46% 55% 49% * 40% 51% * * - * 41% 56% - 49% * 45% 55% - * - -
     EL 35% 32% * - * - - - - - * - - * * - * - - - -
     Male 41% 49% 41% * 38% 43% - * - * 27% 50% 14% 45% - 41% - - * - -
     Female 47% 55% 54% * 43% 58% * * - * 53% 56% * 55% * - 54% - - - -
 
      Mathematics    All Students 48% 59% 60% * 67% 62% * * - * 51% 67% 44% 62% * 64% 54% - * - -
     CWD 30% 40% 44% * - 57% - - - * * 57% 44% - - 43% * - - - -
     CWOD 50% 62% 62% * 67% 62% * * - * 54% 69% - 62% * 67% 55% - * - -
     EL 41% 43% * - * - - - - - * - - * * - * - - - -
     Male 49% 62% 64% * 75% 66% - * - * 50% 74% 43% 67% - 64% - - * - -
     Female 46% 56% 54% * 57% 54% * * - * 53% 56% * 55% * - 54% - - - -
 
 
STAAR Percent at Masters Grade Level
   Grade 3
      Reading    All Students 27% 34% 35% * 33% 37% * * - * 31% 38% 11% 38% * 30% 43% - * - -
     CWD 10% 11% 11% * - 14% - - - * * 14% 11% - - 14% * - - - -
     CWOD 29% 37% 38% * 33% 39% * * - * 32% 42% - 38% * 33% 45% - * - -
     EL 19% 18% * - * - - - - - * - - * * - * - - - -
     Male 24% 33% 30% * 38% 30% - * - * 23% 35% 14% 33% - 30% - - * - -
     Female 29% 35% 43% * 29% 50% * * - * 41% 44% * 45% * - 43% - - - -
 
      Mathematics    All Students 24% 24% 22% * 13% 25% * * - * 15% 27% 11% 23% * 23% 20% - * - -
     CWD 12% 16% 11% * - 14% - - - * * 14% 11% - - 14% * - - - -
     CWOD 25% 25% 23% * 13% 26% * * - * 16% 29% - 23% * 24% 21% - * - -
     EL 18% 11% * - * - - - - - * - - * * - * - - - -
     Male 26% 28% 23% * 13% 25% - * - * 18% 26% 14% 24% - 23% - - * - -
     Female 22% 20% 20% * 14% 25% * * - * 12% 28% * 21% * - 20% - - - -
 
 
STAAR Percent at Approaches Grade Level or Above
   All Grades
      All Subjects    All Students 77% 84% 87% 50% 87% 89% * * - * 82% 90% 67% 89% * 86% 89% - * - -
     CWD 46% 44% 67% * - 64% - - - * * 79% 67% - - 57% * - - - -
     CWOD 81% 88% 89% * 87% 92% * * - * 85% 92% - 89% * 90% 88% - * - -
     EL 62% 58% * - * - - - - - * - - * * - * - - - -
     Male 74% 81% 86% * 94% 88% - * - * 77% 91% 57% 90% - 86% - - * - -
     Female 80% 87% 89% * 79% 92% * * - * 88% 89% * 88% * - 89% - - - -
 
      Reading    All Students 73% 81% 85% * 93% 85% * * - * 85% 85% 56% 88% * 86% 83% - * - -
     CWD 39% 39% 56% * - 57% - - - * * 71% 56% - - 43% * - - - -
     CWOD 78% 85% 88% * 93% 89% * * - * 89% 87% - 88% * 92% 82% - * - -
     EL 54% 47% * - * - - - - - * - - * * - * - - - -
     Male 69% 77% 86% * 100% 86% - * - * 82% 88% 43% 92% - 86% - - * - -
     Female 78% 85% 83% * 86% 83% * * - * 88% 78% * 82% * - 83% - - - -
 
      Mathematics    All Students 81% 87% 89% * 80% 93% * * - * 79% 96% 78% 90% * 86% 94% - * - -
     CWD 53% 47% 78% * - 71% - - - * * 86% 78% - - 71% * - - - -
     CWOD 84% 91% 90% * 80% 95% * * - * 81% 98% - 90% * 88% 94% - * - -
     EL 72% 73% * - * - - - - - * - - * * - * - - - -
     Male 79% 85% 86% * 88% 89% - * - * 73% 94% 71% 88% - 86% - - * - -
     Female 82% 89% 94% * 71% 100% * * - * 88% 100% * 94% * - 94% - - - -
 
 
STAAR Percent at Meets Grade Level or Above
   All Grades
      All Subjects    All Students 49% 54% 53% 0% 53% 55% * * - * 45% 60% 33% 55% * 53% 54% - * - -
     CWD 24% 26% 33% * - 43% - - - * * 43% 33% - - 29% * - - - -
     CWOD 52% 57% 55% * 53% 57% * * - * 47% 62% - 55% * 56% 55% - * - -
     EL 29% 19% * - * - - - - - * - - * * - * - - - -
     Male 47% 52% 53% * 56% 55% - * - * 39% 62% 29% 56% - 53% - - * - -
     Female 52% 56% 54% * 50% 56% * * - * 53% 56% * 55% * - 54% - - - -
 
      Reading    All Students 47% 53% 46% * 40% 49% * * - * 38% 52% 22% 49% * 41% 54% - * - -
     CWD 21% 23% 22% * - 29% - - - * * 29% 22% - - 14% * - - - -
     CWOD 50% 56% 49% * 40% 51% * * - * 41% 56% - 49% * 45% 55% - * - -
     EL 23% 14% * - * - - - - - * - - * * - * - - - -
     Male 43% 48% 41% * 38% 43% - * - * 27% 50% 14% 45% - 41% - - * - -
     Female 51% 57% 54% * 43% 58% * * - * 53% 56% * 55% * - 54% - - - -
 
      Mathematics    All Students 51% 55% 60% * 67% 62% * * - * 51% 67% 44% 62% * 64% 54% - * - -
     CWD 26% 29% 44% * - 57% - - - * * 57% 44% - - 43% * - - - -
     CWOD 54% 58% 62% * 67% 62% * * - * 54% 69% - 62% * 67% 55% - * - -
     EL 37% 27% * - * - - - - - * - - * * - * - - - -
     Male 50% 55% 64% * 75% 66% - * - * 50% 74% 43% 67% - 64% - - * - -
     Female 51% 55% 54% * 57% 54% * * - * 53% 56% * 55% * - 54% - - - -
 
 
STAAR Percent at Masters Grade Level
   All Grades
      All Subjects    All Students 23% 22% 29% 0% 23% 31% * * - * 23% 33% 11% 30% * 27% 31% - * - -
     CWD 8% 10% 11% * - 14% - - - * * 14% 11% - - 14% * - - - -
     CWOD 25% 24% 30% * 23% 33% * * - * 24% 36% - 30% * 29% 33% - * - -
     EL 11% 4% * - * - - - - - * - - * * - * - - - -
     Male 22% 22% 27% * 25% 27% - * - * 20% 31% 14% 29% - 27% - - * - -
     Female 24% 22% 31% * 21% 38% * * - * 26% 36% * 33% * - 31% - - - -
 
      Reading    All Students 20% 21% 35% * 33% 37% * * - * 31% 38% 11% 38% * 30% 43% - * - -
     CWD 7% 8% 11% * - 14% - - - * * 14% 11% - - 14% * - - - -
     CWOD 22% 22% 38% * 33% 39% * * - * 32% 42% - 38% * 33% 45% - * - -
     EL 8% 3% * - * - - - - - * - - * * - * - - - -
     Male 17% 19% 30% * 38% 30% - * - * 23% 35% 14% 33% - 30% - - * - -
     Female 23% 23% 43% * 29% 50% * * - * 41% 44% * 45% * - 43% - - - -
 
      Mathematics    All Students 26% 24% 22% * 13% 25% * * - * 15% 27% 11% 23% * 23% 20% - * - -
     CWD 11% 11% 11% * - 14% - - - * * 14% 11% - - 14% * - - - -
     CWOD 28% 25% 23% * 13% 26% * * - * 16% 29% - 23% * 24% 21% - * - -
     EL 16% 6% * - * - - - - - * - - * * - * - - - -
     Male 25% 24% 23% * 13% 25% - * - * 18% 26% 14% 24% - 23% - - * - -
     Female 26% 23% 20% * 14% 25% * * - * 12% 28% * 21% * - 20% - - - -
 
'*'       Indicates results are masked due to small numbers to protect student confidentiality.
'-'       Indicates zero observations reported for this group.

 
Part (iii): Academic Growth and Graduation Rate

Part (iii)(I): Academic Growth
This section provides information on students' academic growth for mathematics and reading/ELA for public elementary schools and secondary schools which don't have a graduation rate, for the 2018-19 school year. These results include all students tested, regardless of whether they were in the accountability subset. (CWD: children with disability; CWOD: children without disability; EL: English learner)

There is no data for this campus.
 
 


Part (iii)(II): Graduation Rate
This section provides information on high school graduation rates for the class of 2018.
 

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 based on the 2019 TELPAS (Texas English Language Proficiency Assessment System) data.
(EL: English learner)

Total EL in Class Proficiency of EL Rate of Proficiency
 
^ ^ ^
 
 
'^'      Indicates data reporting does not meet for Minimum Size.
'*'      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. (CWD: children with disability; EL: English learner)

  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 56 17 54 58 * * - * 50 37 *
 
School Quality (College, Career, and Military Readiness Performance)
 
%Students meeting CCMR - - - - - - - - - - -
 
 
'*'       Indicates results are masked due to small numbers to protect student confidentiality.
'-'       Indicates there are no students in the group.

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. (CWD: children with disability; EL: English learner)

  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 Y     N         Y    
Interim Goals (2023-2027) 52% 42% 46% 66% 51% 78% 53% 62% 43% 31% 39%
Target Met N     N         N    
Interim Goals (2028-2032) 62% 54% 58% 73% 62% 82% 63% 70% 55% 45% 52%
Target Met N     N         N    
Long-Term Goals 72% 66% 69% 80% 72% 87% 73% 78% 67% 60% 65%
Target Met N     N         N    
Mathematics
Interim Goals (2018-2022) 46% 31% 40% 59% 45% 82% 50% 54% 36% 23% 40%
Target Met Y     Y         Y    
Interim Goals (2023-2027) 54% 41% 49% 65% 53% 85% 57% 61% 45% 34% 49%
Target Met Y     N         Y    
Interim Goals (2028-2032) 63% 54% 59% 73% 63% 88% 66% 69% 57% 48% 59%
Target Met Y     N         N    
Long-Term Goals 73% 66% 70% 80% 73% 91% 75% 77% 68% 62% 70%
Target Met N     N         N    
 
English Learner Language Proficiency Status
 
Interim Goals (2018-2022)                     36%
Target Met                      
Interim Goals (2023-2027)                     38%
Target Met                      
Interim Goals (2028-2032)                     40%
Target Met                      
Long-Term Goals                     40%
Target Met                      
 
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.
'^'       Student groups with graduation rates that were at or above 90 percent are required to exceed that rate by at least a tenth of a percent in the following year(s).

Part (vii): STAAR Participation

This section provides the percentage of students assessed and not assessed on STAAR for mathematics, reading/ELA, and science. (CWD: children with disability; CWOD: children without disability; EL: English learner)

  Campus 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 100% 100% 100% 100% * * - * 100% 100% 100% 100% * 100% 100% -
     CWD 100% * - 100% - - - * * 100% 100% - - 100% * -
     CWOD 100% * 100% 100% * * - * 100% 100% - 100% * 100% 100% -
     EL * - * - - - - - * - - * * - * -
     Male 100% * 100% 100% - * - * 100% 100% 100% 100% - 100% - -
     Female 100% * 100% 100% * * - * 100% 100% * 100% * - 100% -
 
      Reading    All Students 100% * 100% 100% * * - * 100% 100% 100% 100% * 100% 100% -
     CWD 100% * - 100% - - - * * 100% 100% - - 100% * -
     CWOD 100% * 100% 100% * * - * 100% 100% - 100% * 100% 100% -
     EL * - * - - - - - * - - * * - * -
     Male 100% * 100% 100% - * - * 100% 100% 100% 100% - 100% - -
     Female 100% * 100% 100% * * - * 100% 100% * 100% * - 100% -
 
      Mathematics    All Students 100% * 100% 100% * * - * 100% 100% 100% 100% * 100% 100% -
     CWD 100% * - 100% - - - * * 100% 100% - - 100% * -
     CWOD 100% * 100% 100% * * - * 100% 100% - 100% * 100% 100% -
     EL * - * - - - - - * - - * * - * -
     Male 100% * 100% 100% - * - * 100% 100% 100% 100% - 100% - -
     Female 100% * 100% 100% * * - * 100% 100% * 100% * - 100% -
 
      Science    All Students - - - - - - - - - - - - - - - -
     CWD - - - - - - - - - - - - - - - -
     CWOD - - - - - - - - - - - - - - - -
     EL - - - - - - - - - - - - - - - -
     Male - - - - - - - - - - - - - - - -
     Female - - - - - - - - - - - - - - - -
Non-Participation Rate
 
      All Subjects    All Students 0% 0% 0% 0% * * - * 0% 0% 0% 0% * 0% 0% -
     CWD 0% * - 0% - - - * * 0% 0% - - 0% * -
     CWOD 0% * 0% 0% * * - * 0% 0% - 0% * 0% 0% -
     EL * - * - - - - - * - - * * - * -
     Male 0% * 0% 0% - * - * 0% 0% 0% 0% - 0% - -
     Female 0% * 0% 0% * * - * 0% 0% * 0% * - 0% -
 
      Reading    All Students 0% * 0% 0% * * - * 0% 0% 0% 0% * 0% 0% -
     CWD 0% * - 0% - - - * * 0% 0% - - 0% * -
     CWOD 0% * 0% 0% * * - * 0% 0% - 0% * 0% 0% -
     EL * - * - - - - - * - - * * - * -
     Male 0% * 0% 0% - * - * 0% 0% 0% 0% - 0% - -
     Female 0% * 0% 0% * * - * 0% 0% * 0% * - 0% -
 
      Mathematics    All Students 0% * 0% 0% * * - * 0% 0% 0% 0% * 0% 0% -
     CWD 0% * - 0% - - - * * 0% 0% - - 0% * -
     CWOD 0% * 0% 0% * * - * 0% 0% - 0% * 0% 0% -
     EL * - * - - - - - * - - * * - * -
     Male 0% * 0% 0% - * - * 0% 0% 0% 0% - 0% - -
     Female 0% * 0% 0% * * - * 0% 0% * 0% * - 0% -
 
      Science    All Students - - - - - - - - - - - - - - - -
     CWD - - - - - - - - - - - - - - - -
     CWOD - - - - - - - - - - - - - - - -
     EL - - - - - - - - - - - - - - - -
     Male - - - - - - - - - - - - - - - -
     Female - - - - - - - - - - - - - - - -
 
'*'       Indicates results are masked due to small numbers to protect student confidentiality.
'-'       Indicates zero observations reported for this group.

 
Part (viii): Civil Rights Data

Part (viii)(I) This section provides information from the 2015-16 CRDC surveys, submitted by school districts to the Office for Civil Rights on measures of school quality, climate, and safety, including counts of in-school suspensions, out-of-school suspensions, expulsions, school related arrests, referrals to law enforcement, chronic absenteeism (including both excused and unexcused absences), incidences of violence, including bullying and harassment. (EL: English learner)

  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 0 0 0 0 0 0 0 0 0    
     Female 0 0 0 0 0 0 0 0 0    
     Total 0 0 0 0 0 0 0 0 0    
Out-of-School Suspensions
     Male 0 0 0 0 0 0 0 0 0    
     Female 0 0 0 0 0 0 0 0 0    
     Total 0 0 0 0 0 0 0 0 0    
Expulsions
   With Educational Services    Male 0 0 0 0 0 0 0 0 0    
     Female 0 0 0 0 0 0 0 0 0    
     Total 0 0 0 0 0 0 0 0 0    
   Without Educational Services    Male 0 0 0 0 0 0 0 0 0    
     Female 0 0 0 0 0 0 0 0 0    
     Total 0 0 0 0 0 0 0 0 0    
   Under Zero Tolerance Policies    Male 0 0 0 0 0 0 0 0 0    
     Female 0 0 0 0 0 0 0 0 0    
     Total 0 0 0 0 0 0 0 0 0    
School-Related Arrests
     Male 0 0 0 0 0 0 0 0 0    
     Female 0 0 0 0 0 0 0 0 0    
     Total 0 0 0 0 0 0 0 0 0    
Referrals to Law Enforcement
     Male 0 0 0 0 0 0 0 0 0    
     Female 0 0 0 0 0 0 0 0 0    
     Total 0 0 0 0 0 0 0 0 0    
Students With Disabilities
In-School Suspensions
     Male 0 0 0 0 0 0 0 0 0   0
     Female 0 0 0 0 0 0 0 0 0   0
     Total 0 0 0 0 0 0 0 0 0   0
Out-of-School Suspensions
     Male 0 0 0 0 0 0 0 0 0   0
     Female 0 0 0 0 0 0 0 0 0   0
     Total 0 0 0 0 0 0 0 0 0   0
Expulsions
   With Educational Services    Male 0 0 0 0 0 0 0 0 0   0
     Female 0 0 0 0 0 0 0 0 0   0
     Total 0 0 0 0 0 0 0 0 0   0
   Without Educational Services    Male 0 0 0 0 0 0 0 0 0   0
     Female 0 0 0 0 0 0 0 0 0   0
     Total 0 0 0 0 0 0 0 0 0   0
   Under Zero Tolerance Policies    Male 0 0 0 0 0 0 0 0 0   0
     Female 0 0 0 0 0 0 0 0 0   0
     Total 0 0 0 0 0 0 0 0 0   0
School-Related Arrests
     Male 0 0 0 0 0 0 0 0 0   0
     Female 0 0 0 0 0 0 0 0 0   0
     Total 0 0 0 0 0 0 0 0 0   0
Referrals to Law Enforcement
     Male 0 0 0 0 0 0 0 0 0   0
     Female 0 0 0 0 0 0 0 0 0   0
     Total 0 0 0 0 0 0 0 0 0   0
All Students
Chronic Absenteeism
     Male 13 0 2 11 0 0 0 0 0 2 0
     Female 13 2 0 11 0 0 0 0 0 2 0
     Total 26 2 2 22 0 0 0 0 0 4 0
 
 

  Total
Incidents of Violence
   Incidents of rape or attempted rape 0
   Incidents of sexual assault (other than rape) 0
   Incidents of robbery with a weapon 0
   Incidents of robbery with a firearm or explosive device 0
   Incidents of robbery without a weapon 0
   Incidents of physical attack or fight with a weapon 0
   Incidents of physical attack or fight with a firearm or explosive device 0
   Incidents of physical attack or fight without a weapon 0
   Incidents of threats of physical attack with a weapon 0
   Incidents of threats of physical attack with a firearm or explosive device 0
   Incidents of threats of physical attack without a weapon 0
   Incidents of possession of a firearm or explosive device 0
Allegations of Harassment or bullying
   On the basis of sex 0
   On the basis of race 0
   On the basis of disability 0
   On the basis of sexual orientation 0
   On the basis of religion 0
 


Part (viii)(II) This section provides information from the 2015-16 CRDC surveys, submitted by school districts to the Office for Civil Rights, on the number 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 2 0 0 2 0 0 0 0 0 2
     Female 0 0 0 0 0 0 0 0 0 0
     Total 2 0 0 2 0 0 0 0 0 2
Accelerated Coursework
   Advanced Placement Courses    Male - - - - - - - - - -
     Female - - - - - - - - - -
     Total - - - - - - - - - -
   International Baccalaureate Courses    Male - - - - - - - - - -
     Female - - - - - - - - - -
     Total - - - - - - - - - -
   Dual Enrollment/Dual Credit Programs    Male - - - - - - - - - -
     Female - - - - - - - - - -
     Total - - - - - - - - - -
 
'*'       Indicates results are masked due to small numbers to protect student confidentiality.
'-'       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 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 1.0 4.2%
 
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.

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 2018-19 fiscal year.

  State & Local and Federal State & Local Federal
  Enrollment Total($) Site($) District Allocation($) Total($) Site($) District Allocation($) Total($)
Business/central/other support services   89   89 89      
Food services   494       467 27 494
Instruction   5,848 5,009 385 5,394 304 150 454
Support services, general administration   233   233 233      
Support services, instructional staff   367 359 2 360   7 7
Support services, operation and maintenance of plant   1,268 229 1,039 1,268      
Support services, pupils   555 537 1 539   16 16
Support services, school administration   498 497 2 498      
Support services, student transportation   209   209 209   1 1
Total 315 9,562 6,631 1,959 8,590 771 202 973
 
         Blank cell indicates there are no data available in the group.
         Due to rounding, numbers may not add up precisely to the totals.

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 for the 2018-19 school year..

  State
Number of ALT2
State
Rate of ALT2
District
Number of ALT2
District
Rate of ALT2
Campus
Number of ALT2
Campus
Rate of ALT2
   Grade 3
      Reading 5,881 1% * 1% - -
 
      Mathematics 5,880 1% * 1% - -
 
   Grade 4
      Reading 6,312 2% 6 2% - -
 
      Mathematics 6,311 2% 6 2% - -
 
   Grade 5
      Reading 6,133 1% 5 1% - -
 
      Mathematics 6,131 1% 5 1% - -
 
      Science 6,133 1% 5 1% - -
 
   Grade 6
      Reading 6,038 1% 6 1% - -
 
      Mathematics 6,036 1% 6 1% - -
 
   Grade 7
      Reading 5,616 1% * 0% - -
 
      Mathematics 5,616 2% * 1% - -
 
   Grade 8
      Reading 5,251 1% * 1% - -
 
      Mathematics 5,254 2% * 1% - -
 
      Science 5,250 1% * 1% - -
 
   End of Course
      English I 5,150 1% * 1% - -
 
      English II 4,680 1% * 1% - -
 
      Algebra I 5,122 1% * 1% - -
 
      Biology 4,954 1% * 1% - -
 
   All Grades
      All Subjects 101,751 1% 71 1% - -
 
      Reading 45,064 1% 32 1% - -
 
      Mathematics 40,350 1% 28 1% - -
 
      Science 16,337 1% 11 1% - -
 
'*'       Indicates results are masked due to small numbers to protect student confidentiality.
'-'       Indicates zero observations reported for this group.

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 2019 National Assessment of Educational Progress, compared to the national average of such results.

State Level: 2019 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 39 34 61 66 30 35 7 9
    Black 52 52 48 48 16 18 2 3
    Hispanic 48 45 52 55 21 23 3 4
    White 22 23 78 77 48 45 12 12
    American Indian * 50 * 50 * 19 * 3
    Asian 11 18 89 82 65 57 25 22
    Pacific Islander * 42 * 58 * 25 * 4
    Two or More Races 26 28 74 72 38 40 6 11
    Econ Disadv 50 47 50 53 19 21 3 3
    Students with Disabilities 79 73 21 27 8 10 1 2
    English Language Learners 61 65 39 35 12 10 2 1
 
  Mathematics Overall 16 19 84 81 44 41 9 9
    Black 24 35 76 65 32 20 3 2
    Hispanic 19 27 81 73 35 28 4 3
    White 8 11 92 89 59 52 16 12
    American Indian * 33 * 67 * 24 * 4
    Asian 4 7 96 93 82 69 45 28
    Pacific Islander * 36 * 64 * 28 * 6
    Two or More Races 9 16 91 84 51 44 9 10
    Econ Disadv 21 29 79 71 32 26 3 3
    Students with Disabilities 55 54 45 46 13 14 1 2
    English Language Learners 24 41 76 59 29 16 2 1
 
Grade 8 Reading Overall 33 27 67 73 25 34 2 4
    Black 53 46 47 54 41 15 n/a 1
    Hispanic 38 37 62 63 19 22 1 2
    White 20 18 80 82 35 42 3 5
    American Indian * 41 * 59 * 19 * 1
    Asian 8 13 92 87 59 57 11 13
    Pacific Islander * 37 * 63 * 25 * 2
    Two or More Races 26 24 74 76 25 37 1 5
    Econ Disadv 43 40 57 60 15 20 n/a 1
    Students with Disabilities 81 68 19 32 3 7 n/a n/a
    English Language Learners 66 72 34 28 4 4 n/a n/a
 
  Mathematics Overall 32 31 68 69 30 34 7 10
    Black 48 53 52 47 16 14 2 2
    Hispanic 37 43 63 57 21 20 3 4
    White 20 20 80 80 44 44 13 13
    American Indian * 49 * 51 * 15 * 3
    Asian 10 12 90 88 71 64 36 33
    Pacific Islander * 45 * 55 * 21 * 4
    Two or More Races 25 27 75 73 41 38 11 12
    Econ Disadv 41 46 59 54 19 18 2 3
    Students with Disabilities 73 73 27 27 5 6 1 2
    English Language Learners 60 72 40 28 8 5 1 1
 
 

State Level: 2019 NAEP Participation Rates for Students with Disabilities and Limited English Proficient Students

Grade Subject Student Group Rate
Grade 4 Reading Students with Disabilities 77%
    English Learners 94%
  Mathematics Students with Disabilities 79%
    English Learners 97%
Grade 8 Reading Students with Disabilities 83%
    English Learners 96%
  Mathematics Students with Disabilities 88%
    English Learners 97%
 
'*'       Indicates reporting standards not met.
'n/a'   Indicates data reporting is not applicable for this group.

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

This section provides information on the cohort rate at which students who graduated from high school in the 2016-17 school year enrolled in a Texas public postsecondary education institution in the 2017-18 academic year. (CWD: children with disability; EL: English learner)

There is no data for this campus.
 
 

Texas Education Agency | Governance and Accountability | Performance Reporting December 2019