_Appendix D - Data Sources_ |
This appendix provides data sources for the indicators used in the state accountability system, including those used to assign Gold Performance Acknowledgments (GPA). The information is arranged alphabetically by indicator name.
For each indicator, the Methodology section shows the source for the numerator and denominator. Student Demographics 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) data file. Tables 23, 24, and 25 describe these data sources in detail. The terms provided in these tables are referenced within the indicator discussion.
Organization Name |
Description |
ACT, Inc. |
The ACT, Inc. annually provides the agency with the ACT participation and performance data of graduating seniors from Texas public schools. Only one record is sent per student. If a student takes an ACT test more than once, the agency receives the record for the most recent examination taken. The ACT data as of the May administration is used in creating the SAT/ACT indicator. |
College Board |
The College Board annually provides the agency with the SAT participation and performance data of graduating seniors from Texas public schools. Only one record is sent per student. If a student takes a SAT test more than once, the agency receives the record for the most recent examination taken. The SAT data as of the May administration is used in creating the SAT/ACT indicator. In addition, the College Board provides the agency with the Advanced Placement (AP) examination results of Texas public school students each year. The AP data as of the May administration is used in creating the AP/IB indicator. |
| International
Baccalaureate Organization (IBO) |
The International Baccalaureate Organization provides the agency with the International Baccalaureate (IB) examination results of Texas public school students each year. The IB data as of the May administration is used in creating the AP/IB indicator. |
| Pearson Educational Measurement | Pearson Educational Measurement is the contractor for the Texas Assessment of Knowledge and Skills (TAKS) and State-Developed Alternative Assessment II (SDAA II). After each test administration, the Student Assessment Division receives student-level TAKS and SDAA II data from Pearson. |
|
TEA's General Educational Development (GED) Data File |
A TEA data file containing information about student performance on the GED tests is maintained by the Division of High School Completion and Student Support. Unlike the information in most other TEA data files, which is reported annually, receipt of a GED certificate is reported as soon as the test is scored as passing. Candidates take GED tests at centers throughout the state in school districts, colleges and universities, and education service centers. Tests are given year-round, and the results are transmitted electronically to the TEA. |
Record |
Name |
Description |
Submission /Month |
101 |
Student Demographic/ Identification Data |
Demographic/identification information about each student, including the student's ethnicity, gender, date of birth, and migrant status. | 1st/October, 3rd/June |
110 |
Student Enrollment Data |
Enrollment information about each student, including the student's grade, economically disadvantaged status, at risk status, and indicators of the special programs in which the student participates. | 1st/October |
203 |
Leaver Data |
Information about all students served in grades 7-12 in the prior (2003-04) school year who did not continue in enrollment in the same district the following fall. Leavers are students who graduated, dropped out, or left school for other non-dropout reasons, such as transferred to another public school district. This record contains last campus of enrollment, special education indicator, the leaver reason, and additional information for graduates. |
1st/October |
400 |
Basic Attendance Data |
Information about each student for each of the six, six-week attendance reporting periods in the year. For each student, for each six-week period, districts report grade level, number of days taught, days absent, and total eligible and ineligible days present and selected special program information. | 3rd/June |
405 |
Special Education Attendance Data | Information about each student served through the special education program. For each student, for each six-week period, districts report grade-level and also instructional-setting codes. | 3rd/June |
415 |
Course Completion Data |
Information about each student who was in membership in grades 9-12 and who completed at least one state-approved course during the school year. This record contains campus of enrollment, course sequence, pass/fail credit indicator, and dual credit indicator. | 3rd/June |
Trait |
Description |
Economic Status |
A student may be identified as economically disadvantaged by the district if he or she:
|
Ethnicity |
Districts assign student ethnicity from one of the following categories:
|
At Risk |
A student is identified as at risk of dropping out of school based on state-defined criteria (§TEC 29.081.) The statutory criteria for at risk status include each student who is under 21 years of age and who:
|
Special Education Status |
Special education status indicates the student is participating in a special education instructional and related services program or a general education program using special education support services, supplementary aids, or other special arrangements. |
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. For information please see the edit process for PID, online at www.tea.state.tx.us/peims/pid/index.html.
TAKS and SDAA II. 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 II 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 or SDAA II answer documents 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.
Methodology:
| who received credit for at least one advanced course (from PEIMS 415) number of students in grades 9 through 12 who received credit for at least one course (from PEIMS 415) |
Year of Data: 2003-04
Student Demographics:
Source Date Other Information:
- A list of courses designated as advanced is published each year in the AEIS Glossary.
Methodology:
Participation:
| at least one AP or IB examination (from College Board and IBO) total non-special education students enrolled in 11th and 12th grades (from PEIMS 110) |
Performance:
number of 11th and 12th graders with
at least one score at or above the criterion score (from College Board and IBO)
number of 11th and 12th graders with at least one AP or IB examination (from College Board and IBO)Year of Data: 2003-04
Student Demographics:
Economic Status
Source
n/a
College Board and IBO (secondary)Date 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 are removed from the count of grade 11 & 12 enrollees used in the denominator of the participation calculation.
Methodology:
| number of students who were in attendance at any time during the school year (from PEIMS 400) |
Year of Data: 2003-04
Student Demographics:
Numerator
Economic Status
Source
PEIMS 203 (secondary)
PEIMS 203 (secondary)PEIMS 400
Date
October 2004
October 2004June 2004
Denominator
Economic Status
Source
PEIMS 405 (secondary)PEIMS 400
Date June 2004
Other Information:
- Standard and AEA Procedures. The same methodology is used for both standard and AEA procedures. However, only students in grades 7 and 8 (numerator and denominator) are used in determining standard ratings, while students in grades 7-12 (numerator and denominator) are used in determining AEA ratings.
- Economically Disadvantaged. Those students who were NOT reported in enrollment in any district on the 2003-04 PEIMS Submission 1 cannot be coded as economically disadvantaged. If a student is economically disadvantaged at any district or campus, he/she is 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 Edit+ reports.
- 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 on the next page) are defined as dropouts. Students who leave due to reasons identified with an asterisk are not counted as dropouts.
Code |
Translation |
Category of Leaver |
01* |
Graduated |
Completed High School Program |
02 |
Pursue Job/Job Training |
Employment |
03* |
Died |
Other |
04 |
Join the Military |
Employment |
08 |
Pregnancy |
Family |
09 |
Marriage |
Family |
10 |
Alcohol/Other Drug Abuse Prob |
Other |
14 |
Age |
Academic Performance |
15 |
Homeless or Non-perm Resident |
Family |
16* |
Return to Home Country |
Other |
19* |
Failed Exit TAAS or TAKS/Met Grad Req |
Completed High School Program |
21* |
Official Trans to Oth TX Dist |
Moved to Other Educational Setting |
22* |
Alt Pgm-Working Toward Diploma/Certificate |
Moved to Other Educational Setting |
24* |
College, Pursue Degree |
Moved to Other Educational Setting |
30* |
Enter Health Care Facility |
Other |
31* |
Completed GED |
Completed High School Program |
60* |
Home Schooling |
Moved to Other Educational Setting |
61* |
Incarcerated Outside District |
Other |
63* |
Graduated-Returned-Left Again |
Completed High School Program |
64* |
GED-Returned-Left Again |
Completed High School Program |
66* |
Removed-Child Protective Srvs |
Family |
72* |
Court Ordered Alternative Prog |
Moved to Other Educational Setting |
78* |
Expelled, Cannot Return |
Withdrawn by School District |
79 |
Expelled, Can Return, Has Not |
Withdrawn by School District |
80* |
Enroll In Other TX Public Sch |
Moved to Other Educational Setting |
81* |
Enroll In TX Private School |
Moved to Other Educational Setting |
82* |
Enroll In School Outside Texas |
Moved to Other Educational Setting |
83* |
Administrative Withdrawal |
Withdrawn by School District |
84 |
Academic Performance |
Academic Performance |
99 |
Other (Unknown or Not Listed) |
Other |
* Codes with asterisks are not counted as dropouts in determining the 2005 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:
- received a GED certificate and appear on the Agency's 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;
- were reported by more than one district and last district attended can't be determined.
- graduated from a Texas public school; or
- were 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 registered Alternative Education Program (AEP) for less than 85 days 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).
- District of Accountability. In certain cases, TEA attributes dropouts across district boundaries to a district different from the reporting district, such as:
- A district that has a privately operated residential treatment center (RTC) within its geographic boundaries is not held accountable for students who drop out if they are from outside the district and were served at the center for fewer than 85 days.
- A district that has a registered pre-adjudication detention center or post-adjudication correctional facility within its geographic boundaries is not held accountable for students who drop out if they are from outside the district.
TEA is able to attribute the dropouts to the appropriate sending campus and district by using student attribution codes and attendance data collected through PEIMS.
- 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.
Methodology:
| total number of days students in grades 1-12 were in membership (from PEIMS 400) |
Year of Data: 2003-04
Student Demographics:
Source Date
Methodology:
| total number TAKS test takers (by subject) (from Pearson) |
Year of Data: 2005 (Spring TAKS Administration)
Student Demographics:
Source Date Other Information:
- Student Information. The testing contactor, Pearson Educational Measurement, pre-codes student information onto the answer documents from PEIMS data (see record types, above), or from district-supplied data files. The answer documents may also be coded by district staff on the day of testing.
Methodology:
| total number of matched TAKS test takers (by subject) (from Pearson) |
Years of Data: 2005 and 2004 (Spring TAKS Administrations)
Student Demographics: Comparable Improvement is not disaggregated by ethnicity or economic status.
Other Information:
- Texas Growth Index (TGI). The TGI measures individual student growth on TAKS from one year to the next. See Appendix E - Texas Growth Index for a detailed explanation.
- Group. Each campus has a unique comparison group of 40 campuses which closely match that campus on six demographic characteristics, including percent of African American students, Hispanic students, White students, economically disadvantaged students, limited English proficient students, and mobile students. See Appendix F - Campus Comparison Group for a detailed explanation.
- Quartiles. Within each 40 member campus comparison group, campus average TGI values are arranged from highest to lowest. Campuses with average TGI values within the top quartile (the top 25%) of their group qualify for CI acknowledgment.
Methodology:
|
number in class (from PEIMS 101, 110, 203, 400 records and GED) |
Years of Data: Class of 2004 (9th graders of 2000-01, and their status in 2001-02, 2002-03, 2003-04, and 2004-05)
Student Demographics:
Economic Status
At Risk
Source
PEIMS 110
PEIMS 101
PEIMS 110
Date October of year of final status
June of year of final status
October of year of final status
Other Information:
- Class vs. Cohort. The denominator of the Completion Rate II calculation is defined as the "class." The class is the sum of students from the original cohort who have a final status of "graduated," "continued," "received GED," or "dropped out." There are other students who are members of the original cohort but whose final status does not affect the completion rate calculation. These are:
- students with a final status that is not considered to be either a completer or a dropout. Examples include students who left public school to be home schooled and students who left school to attend off-campus GED preparation programs; and,
- students whose final status could not be determined because data errors prevented records from being matched.
Students in the cohort but not in the class do not affect the completion rate calculation at all-they are neither in the numerator or the denominator. All rates are based on members of the class.
- Cohort Members. Results are based on the original cohort, that is, those students who first attended 9th grade in 2000-01, whether the student remained on grade level or not.
- Standard and AEA Procedures. The same methodology is used for both standard and AEA procedures. Under certain circumstances, completion rates for at-risk students are evaluated under AEA procedures. At-risk completion rates are not used under standard procedures.
Methodology:
| or Distinguished Achievement Program (from PEIMS 203) number of graduates (from PEIMS 203) |
Year of Data: Class of 2004
Student Demographics:
Source
PEIMS 203 (secondary)Date
October 2004Other Information:
- Graduation Requirements. 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).
- Graduation Types. RHSP graduates are students with type codes of 10, 14, 15, 19, or 22; DAP graduates are students with type codes of 09, 16, 17, 20, or 23. See the PEIMS Data Standards for more 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.
Methodology:
Participation:
| total non-special education graduates (from PEIMS 203) |
Performance:
| number of graduates taking either the SAT or ACT (from College Board and ACT) |
Year of Data: Class of 2004
Student Demographics:
Economic Status
Source
n/a
College Board and IBO (secondary)
PEIMS 203Date 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 six of the six-week attendance periods, 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.
Methodology:
| number of SDAA II tests taken (from Pearson) |
Year of Data: 2005 (Spring SDAA II Administration)
Student Demographics:
Source Date Other Information:
- Student Information. The testing contactor, Pearson Educational Measurement, pre-codes student information onto the answer documents from PEIMS data (see record types, above), or from district-supplied data files. The answer documents may also be coded by district staff on the day of testing.
Methodology:
| for all subjects taken on their first TAAS exit-level administration (from Pearson) number of first-time tested graduates (from PEIMS 203) |
Year of Data: Class of 2004 (includes TAAS performance in 2002, 2003, and 2004)
Student Demographics:
Source Date Other Information:
- Equivalency Calculation. TEA determines which students met the TASP equivalency, based on an equivalency standard, not on actual TASP performance.
- Graduates Included. Class of 2004 includes TAAS performance of 10th graders (first-time test takers) in 2002, TAAS performance of 11th graders (first-time test takers) in 2003, and TAAS performance of 12th graders (first-time test takers) in 2004.
- Last Year for TAAS/TASP GPA. The class of 2004 is the last class with students who are able to graduate under the TAAS graduation requirements.
- Student Information. The testing contactor, Pearson Educational Measurement, pre-codes student information onto the answer documents from PEIMS data (see record types, above), or from district-supplied data files. The answer documents may also be coded by district staff on the day of testing.
Methodology:
| total number TAKS test takers (by subject) (from Pearson) |
Year of Data: 2005 (Spring TAKS Administration)
Student Demographics:
Source Date Other Information:
- Student Information. The testing contactor, Pearson Educational Measurement, pre-codes student information onto the answer documents from PEIMS data (see record types, above), or from district-supplied data files. The answer documents may also be coded by district staff on the day of testing.
Methodology:
|
number of TAKS exit-level retests that meet the standard (from Pearson) number TAKS tests taken and number of TAKS exit-level retests that meet the standard (from Pearson) |
Years of Data: 2005 and 2004 (Spring TAKS Administrations)
Student Demographics:
Source Date Other Information:
- Texas Growth Index (TGI). The TGI measures individual sstudent growth on TAKS from one year to the next. See Appendix E - Texas Growth Index for a detailed explanation.
- Matched Demographics. If discrepancies in student demographics are found between test administrations, the information on the most current administration is used.
- Student Information. The testing contactor, Pearson Educational Measurement, pre-codes student information onto the answer documents from PEIMS data (see record types, above), or from district-supplied data files. The answer documents may also be coded by district staff on the day of testing.
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