Terms Used in the Texas School Accountability Dashboard
BE —	Please see Bilingual Education.
BE-Dual One-Way —	Biliteracy program model designed to develop fluency and literacy in English. The dual language immersion/one-way model serves only students of limited English proficiency and transfers a student to English-only instruction between six and seven years after the student enrolls in school.
BE-Dual Two-Way —	Biliteracy program model designed to develop fluency and literacy in English and another language. The dual language immersion/two-way model integrates students of limited English proficiency with students proficient in English and transfers a student of limited English proficiency to English-only instruction between six and seven years after the student enrolls in school.
BE-Trans Early Exit —	Bilingual program model that serves students of limited English proficiency. The transitional bilingual/early exit model transfers a student to English-only instruction between two and five years after the student enrolls in school.
BE-Trans Late Exit —	Bilingual program model that serves students of limited English proficiency. The transitional bilingual/late exit model transfers a student to English-only instruction between six and seven years after the student enrolls in school.
Bilingual Education (BE) —	Dual-language program that enables English language learners to become competent in listening, speaking, reading, and writing in English through the development of literacy and academic skills in both the primary language and English. This category includes the transitional bilingual/early exit, the transitional bilingual/late exit, the dual language immersion/one-way, and the dual language immersion/two-way instructional models.
Economically Disadvantaged —	A student who is eligible to participate in the national free or reduced-price lunch program. For the purpose of the dashboard, the terms economically disadvantaged and educationally disadvantaged are used interchangeably.
Educationally Disadvantaged —	State statute defines educationally disadvantaged as a student who is eligible to participate in the national free or reduced-price lunch program established under 42 U.S.C. Section 1751. For the purpose of the dashboard, the terms educationally disadvantaged and economically disadvantaged are used interchangeably.
ELL —	Please see English Language Learner.
English as a Second Language (ESL) —	An intensive program designed to develop proficiency in listening, speaking, reading, and writing in the English language. This category includes both ESL content and ESL pull-out instructional models.
English Language Learner (ELL) —	A student whose primary language is other than English and who is in the process of acquiring English. The terms English language learner and student of limited English proficiency are used interchangeably.
ESL —	Please see English as a Second Language.
ESL Content —	An English program that serves students of limited English proficiency. The English as a second language/content-based model provides a full-time teacher that gives supplementary instruction for all content areas.
ESL Pull-Out —	An English program that serves students of limited English proficiency. The English as a second language/pull-out model provides a part-time teacher to give instruction in English language arts only. A student in an ESL Pull-Out program remains in mainstream instructional arrangements for all other content areas.
Index 1—	Indicates student achievement as measured by the percentage of students who 1) met the passing standard on the State of Texas Assessments of Academic Readiness (STAAR), 2) met or exceeded expectations on the English language learner (ELL) progress measure, or 3) met the equivalency standard on end-of-course (EOC) substitute assessments.
Index 2 —	Indicates student progress as measured by year-to-year improvement on STAAR or by the ELL progress measure. The weighted score, which gives additional points for students who demonstrate the most improvement, represents a percentage of total possible points.
Index 3 —	Indicates the closing of performance gaps by focusing on the current-year STAAR or the ELL progress measure results of three specific student groups: economically disadvantaged and the two lowest-performing racial or ethnic groups from the previous year. The weighted score, which gives additional points for students who demonstrate achievement at the advanced standard, represents a percentage of total possible points.
Index 4 —	Indicates postsecondary readiness as measured by a combination of four components: the percentage of students who meet the postsecondary readiness standard in at least two subjects on STAAR, the graduation rate or dropout rate, the percentage of students who graduate under the Recommended High School Program or the Distinguished Achievement Program, and the percentage of students who met the college-ready criteria on the Texas Assessment of Knowledge and Skills (TAKS) exit-level test or the SAT or ACT. Each of the four components is equally weighted to calculate the score.
LEP —	Please see Limited English Proficient.
LEP No Services —	A student identified as limited English proficient who does not receive any bilingual education or English as a second language services.
LEP With Services —	A student identified as limited English proficient who receives bilingual education services or English as a second language services.
Limited English Proficient (LEP) —	A student whose primary language is other than English and whose English language skills are such that the student has difficulty performing ordinary classwork in English. The terms student of limited English proficiency and English language learner are used interchangeably.
Special Education Programs —	Services for children with disabilities that may include special instruction and related developmental, corrective, supportive, or evaluative services.
STAAR —	Please see State of Texas Assessments of Academic Readiness.
STAAR Passing Rates by Group —	The STAAR Passing Rates by Student Group graph shows the percentage of students who met the passing standard on STAAR by individual student group, as well as for all student groups combined. It provides results for the following groups: all students, African American, Hispanic, White, American Indian, Asian, Pacific Islander, two or more races, special education, economically disadvantaged, and English language learners. For the 2013–2014 school year, the passing rate is also referred to as the Percent at Phase-In Satisfactory Standard or Above. For more information about the student passing standards, please visit the STAAR homepage on the TEA website at http://tea.texas.gov/student.assessment/staar.
STAAR Passing Rates by Special Language Program—	The STAAR Passing Rates by Special Language Program graph shows the percentage of ELL students identified in the 2013–2014 school year who met the passing standard on STAAR by language program. It provides results for the following programs: bilingual education, early-exit bilingual, late-exit bilingual, two-way bilingual, one-way bilingual, English as a second language (ESL), ESL content, and ESL pull-out. It also reports on limited English proficient (LEP) students without services and LEP students with services. For the 2013–2014 school year, the passing rate is also referred to as the Percent at Phase-In Satisfactory Standard or Above. For more information about the student passing standards, please visit the STAAR homepage on the TEA website at http://tea.texas.gov/student.assessment/staar.
STAAR Passing Rates by Subject —	The STAAR Passing Rates by Subject graph shows the percentage of students who met the passing standard on STAAR by individual subject, as well as for all subjects combined. For the 2013–2014 school year, the passing rate is also referred to as the Percent at Phase-In Satisfactory Standard or Above. For more information about the student passing standards, please visit the STAAR homepage on the TEA website at http://tea.texas.gov/student.assessment/staar.
State Demographics Table —	Describes the state-wide student population in the 2013–2014 school year as a whole. It provides information about the total student population, students who are economically disadvantaged, students who are English language learners, students who are served by special education programs, and students who are identified as unschooled asylees or refugees.
State of Texas Assessments of Academic Readiness (STAAR) —	A comprehensive testing program for public school students that is based on the state curriculum standards. Beginning in third grade and continuing into high school, students are tested in the core subjects of reading, writing, mathematics, science, and social studies.
State-Wide Performance —	The Performance Index graph shows the results of the state as a whole on each of the four indexes that comprise the accountability system: student achievement (Index 1), student progress (Index 2), closing performance gaps (Index 3), and postsecondary readiness (Index 4).
Unschooled Asylee or Refugee —	A student who (1) initially enrolls in a school in the United States as a refugee or asylee as identified by the federal government or (2) lacks the necessary foundation in the Texas Essential Knowledge and Skills (TEKS) as a result of inadequate schooling outside of the United States.