_Appendix C - Data Sources_

This appendix provides data sources for the four base indicators used in the state accountability system and the 11 indicators used in the Gold Performance Acknowledgment (GPA) system. The information is arranged alphabetically by indicator name.

For each indicator, the Methodology section shows the source for the numerator and denominator. Determining Student Traits shows the sources for the demographics used to disaggregate the "All Students" totals into the various student groups used in the accountability system. Other Information presents unique topics affecting each indicator.

The primary sources for all data used in the state accountability system are the Public Education Information Management System (PEIMS) data collection, the various assessment companies, and the General Educational Development (GED) division of TEA. Tables 12, 13, and 14 describe these data sources in detail. The terms provided in these tables are referenced with the indicators.

Table 12: PEIMS Record Types Used in Accountability

Table 13: Assessment and Other Sources Used in Accountability

Table 14: Student Traits

Opportunities for Data Correction

PEIMS

General Data. The PEIMS data collection system has a prescribed process and calendar for correcting errors or omissions discovered after the original submission. The accuracy of all reports, whether they show ratings, acknowledgments, or recognitions is wholly dependent on the accuracy of the information submitted. Districts are responsible for the accuracy of all their PEIMS data. Several mechanisms are in place to facilitate the collection of accurate data. First, all submitted data must pass an editor program before being accepted. In addition, districts can access various summary reports through the Edit+ application to assist them in verifying the accuracy of their data prior to submission deadlines. For each submission, a resubmission window is provided, so that districts have an opportunity to resubmit information if an error is detected. See the PEIMS Data Standards (available at www.tea.state.tx.us/peims/standards/index.html) for the appropriate year for more details about the correction windows and submission deadlines.

Person Identification Database (PID) Updates. PID changes have profound ramifications throughout the Texas public education data system. Year-to-year and collection-to-collection matching are dependent upon stable PID records. PEIMS Data Standards should be followed to insure that PID updates submitted by districts are processed properly.

Assessment Data

TAKS and SDAA. Demographic and scoring status information as entered on the answer document at the time of testing is used to determine the accountability subset for campus and district ratings. After the testing dates, districts are able to provide corrections to the test contractor and request corrected reports; however, those changes are not incorporated into the TAKS or SDAA results used for determining accountability ratings or subsequent reports (e.g. AEIS and School Report Cards). That is, districts do not have the option to change student demographics, program participation, or score code status for purposes of accountability after test results are known. They have multiple opportunities to provide accurate information through their PEIMS submissions, pre-coding data files provided to the test contractor, and updates to the TAKS answer document at the time of testing.

SAT, ACT, AP, and IB. The student taking the SAT, ACT, AP, or IB test identifies the school to which scores are attributed. Schools are encouraged to verify campus summary information on these tests immediately upon receipt. Discrepancies should be reported to the testing companies, not TEA. Once the testing companies finalize results for yearly summaries, subsequent corrections are not reflected in any national, state, district, or school results released.

Indicator Data Sources

Advanced Course Completion

Methodology:

Year of Data: 2002-03

Determining Student Traits:

Other Information:

• A list of courses designated as advanced is published each year in the AEIS Glossary.

Advanced Placement/International Baccalaureate Exam Results

Methodology:

participation:

performance:

Year of Data: 2002-03

Determining Student Traits:

Other Information:

• Primary and Secondary Sources. Secondary sources are used when the primary source does not contain a match for the ethnicity of every student.
• Special Education. Those students reported as special education on the student demographic (110) record on 2002-03 PEIMS Submission 1 are removed from the count of total grade 11 and 12 enrollees used in the denominator of the percent tested calculation.

Annual Dropout Rate

Methodology:

Year of Data: 2002-03

Determining Student Traits:

Numerator

Denominator

Other Information:

• Primary and Secondary Sources. Secondary sources are used when the primary source does not contain a match for the economic status or ethnicity of every student.
• Economically Disadvantaged. Those students who were NOT reported in enrollment in any district on the 2002-03 PEIMS Submission 1 cannot be coded as economically disadvantaged. If a student is economically disadvantaged at any district or campus, he/she will be deemed economically disadvantaged at all districts and campuses.
• Underreported Leavers. Information about students reported in either enrollment or attendance in grades 7-12 the prior year but who were not reported as either enrolled or as leavers in the current year can be found through the Edits+ reports. Previously this information was transmitted to districts in a mailing with their dropout information.
• Leaver Codes. Districts are required to report the status of all students who were enrolled in grades 7 - 12 in the district during the prior school year. Students either continue to be enrolled in the district or they leave the district. If students leave the district, the district reports a leaver reason for each student. Only students reported with selected PEIMS leaver codes (those with no asterisk in the table, below) are defined as dropouts. Students reported with any of the leaver codes indicated with an asterisk are not considered to be dropouts.

Table 15: Leaver Codes

* Codes with asterisks are not counted as dropouts in determining the 2004 state accountability ratings.

• Excluded Records. TEA performs an automated check against other state data sources to locate reported dropouts in other educational settings. Districts and campuses are held accountable for their official dropouts, that is, those reported dropouts whose records are not excluded by this automated check. The automated check at the state level removes dropout records from the count if they:
  • have received a GED certificate and appear on the Agency's automated GED file as of March of the year of the PEIMS submission;
  • are found in attendance or enrollment in another public school district;
  • are ADA ineligible;
  • have graduated from a Texas public school; or
  • if they have been previously counted as a dropout.
• Campus of Accountability. The vast majority of leavers are assigned to the campuses they were attending when they left the Texas public school system. However, a student being served at a Disciplinary Alternative Education Program (DAEP), a Juvenile Justice Alternative Education Program (JJAEP), or a short-term Alternative Education Program (AEP) is assigned to a "campus of accountability." Campus of accountability may be reported by the district or may be determined by the Agency based on PEIMS attendance records reported for the prior year. A detailed table showing assignment in specific situations may be found in the section of the PEIMS Data Standards describing the student demographic data (Record Type 101).

Attendance Rate

Methodology:

total number of days students in grades 1-12 were present (from PEIMS 400 record) total number of days students in grades 1-12 were in membership (from PEIMS 400 record)

Year of Data: 2002-03

Determining Student Traits:

Other Information:

• Attendance for the entire school year is used.

Commended Performance:
Reading/Ela, Mathematics, Writing. Science, Social Studies

Methodology:

Year of Data: 2003-04

Determining Student Traits:

Other Information:

• Student information is pre-coded onto answer document from PEIMS (see record types, above), or pre-coded onto answer document from district-supplied data file or changes made on the answer document on the day of testing.

Completion Rate

Methodology:

number of completers (from PEIMS 101, 110, 203, 400, 405 records and GED) number in class (original cohort) (from PEIMS 101, 110, 203, 400, 405 records and GED)

Year of Data: Class of 2003 (9th graders of 1999-2000, and their status in 2000-01, 2001-02, and 2002-03, and 2003-04)

Determining Student Traits:

Other Information:

• Results based on the original cohort, whether the students remain on grade level or not.

Recommended High School Program

Methodology:

number of number of graduates reported with graduation codes for Recommended High School Program or Distinguished Achievement Program (from PEIMS 203) number of graduates (from PEIMS 203)

Year of Data: Class of 2003

Determining Student Traits:

Other Information:

• Primary and Secondary Sources. Secondary sources are used when the primary source does not contain a match for the economic status of every student.
• The State Board of Education has by rule defined the graduation requirements for Texas public school students. The rule delineates specific requirements for three levels: minimum requirements, the Recommended High School Program (RHSP), and the Distinguished Achievement Program (DAP). Students who complete the requirements of the two more rigorous programs receive special acknowledgment on their diplomas.

SAT/ACT Results

Methodology:

participation:

performance:

Year of Data: Class of 2003

Determining Student Traits:

Other Information:

• Primary and Secondary Sources. Secondary sources are used when the primary source does not contain a match for the ethnicity of every student.
• Special Education. Those students reported as special education in all of the six-week periods on the 2003-04 PEIMS Submission 3, or for whom the graduation type code on the 203 leaver record indicates special education, are removed from the count of total graduates used in the denominator of the participation calculation.

State-Developed Alternative Assessment

Methodology:

number of of SDAA tests meeting ARD expectations (from Pearson) number of SDAA tests taken (from Pearson)

Year of Data: 2003-04

Determining Student Traits:

Other Information:

• Student information is pre-coded onto answer document from PEIMS (see record types, above), or pre-coded onto answer document from district-supplied data file or changes made on the answer document on the day of testing.

TAAS/TASP Equivalency

Methodology:

Year of Data: Class of 2003 (includes TAAS performance in 2001, 2002, and 2003)

Determining Student Traits:

Other Information:

• Student information is pre-coded onto answer document from PEIMS (see record types, above), or pre-coded onto answer document from district-supplied data file or changes made on the answer document on the day of testing.
• TEA's Student Assessment Division calculates which students met the TASP equivalency.
• Class of 2003 includes TAAS performance of 10th graders (first-time test takers) in 2001, TAAS performance of 11th graders (first-time test takers) in 2002, and TAAS performance of 12th graders (first-time test takers) in 2003.

Texas Assessment Of Knowledge And Skills

Methodology:

Year of Data: 2003-04

Determining Student Traits:

Other Information:

• Student information is pre-coded onto answer document from PEIMS (see record types, above), or pre-coded onto answer document from district-supplied data file or changes made on the answer document on the day of testing.

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