_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 26, 27, and 28 describe these data sources in detail. The terms provided in these tables are referenced within the indicator discussion.

Table 26: Assessments Used in Accountability

Table 27: PEIMS Record Types Used in Accountability

Table 28: Student Demographics

Opportunities for Data Correction

PEIMS

General Data. The PEIMS data collection 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.

Assessment Data

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, ARD decision coding, 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.

Indicator Data Sources

Advanced Course/Dual Enrollment Completion

Methodology:

Year of Data: 2004-05

Student Demographics:

	Economic Status	Ethnicity
Source	PEIMS 110	PEIMS 101
Date	October 2004	October 2004

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:

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: 2004-05

Student Demographics:

	Economic Status	Ethnicity	Special Education Status
Source	n/a	PEIMS 101 (primary) College Board and IBO (secondary)	PEIMS 110
Date	n/a	October 2004, May 2005	October 2004

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.

Annual Dropout Rate

Methodology:

Year of Data: 2004-05

Student Demographics:

Numerator

	Economic Status	Ethnicity	Grade
Source	PEIMS 110 (primary) PEIMS 203 (secondary)	PEIMS 101 (primary) PEIMS 101 (secondary)	PEIMS 101
Date	October 2004 October 2005	June 2005 October 2005	October 2005

Denominator

	Economic Status	Ethnicity	Grade
Source	PEIMS 110	PEIMS 101	PEIMS 400
Date	October 2004	June 2005	June 2005

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. For the denominator of the dropout rate calculation, those students who were NOT reported in enrollment in any district on the 2004-05 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.

Table 29: Leaver Codes

* Codes with asterisks are not counted as dropouts in determining the 2006 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.

Attendance Rate

Methodology:

Year of Data: 2004-05

Student Demographics:

	Economic Status	Ethnicity
Source	PEIMS 110	PEIMS 101
Date	October 2004	October 2004

Commended Performance:
  Reading/ELA, Mathematics, Writing, Science, Social Studies

Methodology:

Year of Data: 2005-06

Student Demographics:

	Economic Status	Ethnicity
Source	PEIMS 110	PEIMS 101
Date	October 2005	October 2005

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.

Comparable Improvement:
  Reading/ELA, Mathematics

Methodology:

Years of Data: 2006 and 2005 (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.

Completion Rate

Methodology for Completion Rate I:

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

where "completers" = graduates plus continuers

Methodology for Completion Rate II:

where "completers" = graduates plus continuers plus GED recipients

Years of Data: Class of 2005 (9th graders of 2001-02, and their status in 2002-03, 2003-04, 2004-05, and 2005-06)

Student Demographics:

	Economic Status	Ethnicity	At Risk
Source	PEIMS 110	PEIMS 101	PEIMS 110
Date	October of year of final status	June of year of final status or October of year of final status for continuers	October of year of final status

Other Information:

• Class vs. Cohort. The denominator of the Completion Rate 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 did not receive their GEDs; 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 2001-02, whether the student remained on grade level or not.
• Standard and AEA Procedures. The definition of a completer differs between standard and AEA procedures in that GED recipients are not considered to be completers under standard procedures, but are considered completers under AEA procedures. Completion Rate I is used for standard procedures. Completion Rate II is used for AEA procedures. Another difference between AEA and standard procedures is that under certain circumstances, completion rates for at-risk students are evaluated under AEA procedures. At-risk completion rates are not used under standard procedures.

Recommended High School Program

Methodology:

Year of Data: Class of 2005

Student Demographics:

	Economic Status	Ethnicity
Source	PEIMS 110 (primary) PEIMS 203 (secondary)	PEIMS 101
Date	October 2004 October 2005	October 2004

Other 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, 22, or 25; DAP graduates are students with type codes of 09, 16, 17, 20, 23, or 26. 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.

SAT/ACT Results

Methodology:

Participation:

Performance:

Year of Data: Class of 2005

Student Demographics:

	Economic Status	Ethnicity	Special Education Status
Source	n/a	PEIMS 101 (primary) College Board and IBO (secondary)	PEIMS 405 PEIMS 203
Date	n/a	October 2003, May 2005	June 2005, October 2005

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 (graduation type codes 04, 05, 06, and 07), are removed from the count of total graduates used in the denominator of the participation calculation.

State-Developed Alternative Assessment II

Methodology:

Year of Data: 2006 (Spring SDAA II Administration)

Student Demographics:

	Economic Status	Ethnicity
Source	PEIMS 110	PEIMS 101
Date	October 2005	October 2005

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.

Texas Success Initiative (TSI) - Higher Education Readiness Component: ELA, Mathematics

Methodology:

Year of Data: 2005-06

Student Demographics:

	Economic Status	Ethnicity
Source	PEIMS 110	PEIMS 101
Date	October 2005	October 2005

Other Information:

• TSI Standard. The Texas Higher Education Coordinating Board sets the standard that students must achieve on the exit-level TAKS to be considered college ready.
• 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.

Texas Assessment of Knowledge and Skills

Methodology:

Year of Data: 2005-06

Student Demographics:

	Economic Status	Ethnicity
Source	PEIMS 110	PEIMS 101
Date	October 2005	October 2005

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.
• SSI Mobility Subset. Mobility between administrations of the TAKS for Student Success Initiative presents a special challenge for excluding mobile students. Tables 30, 31, and 32 below show different scenarios for inclusion and exclusion of mobile students.

Table 30: Accountability Subset for SSI - Grades 3 & 5 TAKS Reading

Table 31: Accountability Subset for SSI - Grade 5 TAKS Math

Table 32: Accountability Subset for Non-SSI Grades and Subjects

* Students coded KRI on any test will have their performance on every test excluded.

Texas Assessment of Knowledge And Skills - Progress Indicator

Methodology:

Years of Data: 2006 and 2005 (Spring TAKS Administrations)

Student Demographics:

	Economic Status	Ethnicity
Source	PEIMS 110	PEIMS 101
Date	October 2005, October 2004	October 2005, October 2004

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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