_Chapter 5 - Gold Performance Acknowledgments_ |
The Gold Performance Acknowledgment (GPA) system acknowledges districts and campuses for high performance on indicators other than those used to determine accountability ratings. These indicators are in statute (Texas Education Code) or determined by the Commissioner of Education. Acknowledgment is given for high performance on:
- Advanced Course/Dual Enrollment Completion
- Advanced Placement/International Baccalaureate Results
- Attendance Rate
- Commended Performance: Reading/English Language Arts
- Commended Performance: Mathematics
- Commended Performance: Writing
- Commended Performance: Science
- Commended Performance: Social Studies
- Comparable Improvement: Reading/English Language Arts
- Comparable Improvement: Mathematics
- Recommended High School Program/Distinguished Achievement Program
- SAT/ACT Results (College Admissions Tests)
- Texas Success Initiative - Higher Education Readiness Component: English Language Arts
- Texas Success Initiative - Higher Education Readiness Component: Mathematics
Acknowledged. The campus or district is rated Academically Acceptable or higher, has results to be evaluated, and has met the acknowledgment criteria on one or more of the indicators.
Does Not Qualify. Either of the following:
- The campus or district has performance results to be evaluated but did not meet the acknowledgment criteria.
- The campus or district has performance results to be evaluated but is rated Academically Unacceptable. (Those that are later granted a higher rating on appeal are eligible to be evaluated and may earn acknowledgments.)
Not Applicable. Any of the following:
- The campus or district does not have results to be evaluated for the acknowledgment.
- The campus or charter is evaluated under alternative education accountability (AEA) procedures.
- The campus or district is labeled Not Rated: Other (for example, campuses that only serve students in Pre-K/K, or campuses not rated due to insufficient data).
- The campus or district is labeled Not Rated: Data Integrity Issues.
Districts and campuses can receive acknowledgment separately on each of the fourteen indicators. Campuses paired for TAKS performance can be acknowledged on their own GPA (non-TAKS) indicator data, but paired data is not eligible for acknowledgment.
| Indicator | Description | Standard (changes for 2006 in bold) | Year
Evaluated |
| Advanced Course/Dual Enrollment Completion | Percent of 9th-12th graders completing and receiving credit for at least one Advanced/Dual Enrollment Course | 25.0% or more* | 2004-05 |
AP / IB Results |
Percent of 11th and 12th graders taking at least one AP or IB examination AND | 15.0% or more AND |
2004-05 |
| Percent of 11th and 12th grade examinees scoring at or above the criterion on at least one examination (3 and above for AP; 4 and above for IB) | 50.0% or more* | ||
Attendance Rate |
Attendance Rate for students in grades 1-12, the total number of days present divided by the total number of days in membership | District:
96.0%** |
2004-05 |
Commended Performance: Reading/ELA |
Percent of examinees scoring at or above the TAKS commended performance standard (scale score of 2400 with a 2 or higher on the essay) | 20% or more** | Spring 2006 |
Commended Performance: Mathematics |
Percent of examinees scoring at or above the TAKS commended performance standard (scale score of 2400) | 20% or more** | Spring 2006 |
Commended Performance: Writing |
Percent of examinees scoring at or above the TAKS commended performance standard (scale score of 2400 with a 3 or higher on the essay) | 20% or more** | Spring 2006 |
Commended Performance: Science |
Percent of examinees scoring at or above the TAKS commended performance standard (scale score of 2400) | 20% or more** | Spring 2006 |
Commended Performance: Social Studies |
Percent of examinees scoring at or above the TAKS commended performance standard (scale score of 2400) | 20% or more** | Spring 2006 |
Comparable Improvement: Reading/ELA |
Average Texas Growth Index (TGI) in TAKS Reading/ELA | Top Quartile
(top 25%)*** |
Spring 2006 |
Comparable Improvement: Mathematics |
Average Texas Growth Index (TGI) in TAKS Mathematics | Top Quartile
(top 25%)*** |
Spring 2006 |
Recommended High School Program/DAP |
Percent of graduates meeting or exceeding requirements for the RHSP/Distinguished Achievement Program | 70.0% or more** | Class of 2005 |
SAT/ACT Results |
Percent of graduates taking either the SAT or ACT AND | At least 70.0% of graduates AND | Class of 2005 |
| Percent of examinees scoring at or above the criterion score (SAT 1110; ACT Composite 24) | 40.0% or more at or above criterion* | ||
TSI - Higher Education Readiness Component: English Language Arts |
Percent of grade 11 examinees with a scale score of 2200 or more and a score of 3 or higher on the essay | 50% or more** | Spring 2006 |
| TSI - Higher Education Readiness Component: Mathematics | Percent of grade 11 examinees with a scale score of 2200 or more | 50% or more** | Spring 2006 |
* Indicator evaluates performance for All Students & the following student groups: African American, Hispanic, and White. Economically Disadvantaged status is not available from the testing results.
** Indicator evaluates performance for All Students & the following student groups: African American, Hispanic, White, and Economically Disadvantaged.
*** Acknowledgment for Comparable Improvement is available to campuses only. It is evaluated for All Students only.
This indicator is based on a count of students who complete and receive credit for at least one advanced course in grades 9-12. Advanced courses include dual enrollment courses. Dual enrollment courses are those for which a student gets both high school and college credit.
Who is eligible: Districts and campuses with grades 9, 10, 11 and/or 12 that have a rating of Academically Acceptable or higher.
Standard: For acknowledgment on this indicator, at least 25.0% of the 2004-05 students in grades 9 through 12 must receive credit for at least one advanced course.
Student Groups: Performance is evaluated for All Students and the following student groups: African American, Hispanic, White, and Economically Disadvantaged.
Methodology:
| who received credit for at least one advanced course number of students in grades 9 through 12 who received credit for at least one course |
Minimum Size Requirements: All Students results are always evaluated, regardless of the number of students. Student groups may or may not be evaluated, depending on their size:
- If there are fewer than 30 students in the student group, it is not evaluated separately.
- If there are 30 to 49 students within the student group and the student group comprises at least 10% of All Students, it is evaluated.
- If the student group has at least 50 students, it is evaluated.
Year of Data: 2004-05
Data Source: PEIMS submission 3 (June 2005)
Other information:
- Special Education. Performance of special education students is included in this measure.
- Rounding. All calculations are expressed as a percent, rounded to one decimal point. For example, 24.879% is rounded to 24.9%, not 25.0%. However, student group percents (minimum size requirements) are always rounded to whole numbers.
This refers to the results of the College Board Advanced Placement (AP) examinations and the International Baccalaureate (IB) examinations taken by Texas public school students in a given school year. High school students may take these examinations, ideally upon completion of AP or IB courses, and may receive advanced placement or credit, or both, upon entering college. Generally, colleges will award credit or advanced placement for scores of 3, 4, or 5 on AP examinations and scores of 4, 5, 6, or 7 on IB examinations. Requirements vary by college and by subject tested.
Who is eligible: Districts and campuses with grades 11 and/or 12 that have a rating of Academically Acceptable or higher.
Standard: For acknowledgment on this indicator, the campus or district must meet both a participation and a performance standard. It must:
- have 15.0% or more of its 11th and 12th graders taking at least one AP or IB examination; and of those tested,
- have 50.0 % or more scoring at or above the criterion score on at least one examination.
Student Groups: Performance is evaluated for All Students and the following student groups: African American, Hispanic, and White.
Methodology:
Participation:
| total non-special education students enrolled in 11th and 12th grades |
and
Performance:
| number of 11th and 12th graders with at least one AP or IB examination |
Minimum Size Requirements: All Students results are always evaluated, regardless of the number of test takers or number of students enrolled in the 11th and 12th grades. To be included in the evaluation for GPA, a student group must have:
- in the numerator of the participation measure: at least 10 test takers; and,
- in the denominator of the participation measure: at least 30 11th and 12th graders;
- if there are 30 to 49 students and the student group comprises at least 10% of All Students, it is evaluated; or
- if the student group has at least 50 students, it is evaluated.
Year of Data: 2004-05 school year
Data Source: The College Board; The International Baccalaureate Organization; and PEIMS submission 1 (October 2004)
Other information:
- Criterion Score. The criterion score is 3 or above on Advanced Placement tests and 4 or above on International Baccalaureate examinations.
- Special Education. For participation, special education 11th and 12th graders who take an AP or IB examination are included in the numerator, but not the denominator. This may have a slight positive effect on the percent reported.
- Rounding. All calculations are expressed as a percent, rounded to one decimal point. For example, 49.877% is rounded to 49.9%, not 50.0%. However, student group percents (minimum size requirements) are always rounded to whole numbers.
Attendance rates are based on student attendance for the entire school year for students in grades 1-12.
Who is eligible: Districts and campuses whose grade span is within grades 1-12 and have a rating of Academically Acceptable or higher.
Standard: (Variable)
- District/Multi-Level campuses At least 96.0%
- Middle School/Junior High At least 96.0%
- High School At least 95.0%
- Elementary At least 97.0%
Student Groups: Performance is evaluated for All Students and the following student groups: African American, Hispanic, White, and Economically Disadvantaged.
Methodology:
| total number of days students in grades 1-12 were in membership in 2004-05 |
Minimum Size Requirements: For attendance, the minimum size is based on total days in membership rather than individual student counts. Student groups may or may not be evaluated, depending on their size:
- If there are fewer than 5,400 total days in membership (30 students x 180 school days) for the student group, it is not evaluated separately.
- If there are 5,400 to 8,999 total days in membership and the student group comprises at least 10% of All Students total days in membership, it is evaluated.
- If there are at least 9,000 total days in membership (50 students x 180 school days) for the student group, it is evaluated.
Year of Data: 2004-05
Data Source: PEIMS submission 3 (June 2005)
Other information:
- Campus Type. The campus type (elementary, high school, etc.) is assigned using the low and high grades taught as determined from the 2005-06 PEIMS submission 1 enrollment records. Multi-level campuses are those that provide instruction in both the elementary and secondary grade level categories. Examples are K-12, K-8, and 6-12 campuses.
- Time Span. Attendance for the entire school year is used.
- Special Education. This measure includes both non-special education and special education students.
- Rounding. All calculations are expressed as a percent, rounded to one decimal point. For example, 95.877% is rounded to 95.9%, not 96.0%. However, student group percents (minimum size requirements) are always rounded to whole numbers.
TAKS Commended Performance is the highest performance level set by the State Board of Education on the TAKS. Students who achieve Commended Performance have performed at a level that is considerably above the state passing standard and have shown a thorough understanding of the knowledge and skills at the grade level tested.
Who is eligible: Districts and campuses that test students on TAKS reading (grades 3, 4, 5, 6, 7, 8, & 9) or English language arts (grades 10 & 11) and have a rating of Academically Acceptable or higher.
Standard: For acknowledgment on this indicator, the campus or district must have 20% or more of its examinees scoring at or above the Commended Performance standard.
Student Groups: Performance is evaluated for All Students and the following student groups: African American, Hispanic, White, and Economically Disadvantaged.
Methodology:
| total number test takers in reading or ELA |
Minimum Size Requirements: All Students results are always evaluated, regardless of the number of test takers. Student groups may or may not be evaluated, depending on their size:
- If there are fewer than 30 test takers in the student group, it is not evaluated separately.
- If there are 30 to 49 students within the student group and the student group comprises at least 10% of All Students, it is evaluated.
- If the student group has at least 50 students, it is evaluated.
Year of Data: 2005-06
Data Source: Pearson Educational Measurement
Other information:
- Scale Score. For reading, Commended Performance is a scale score of 2400 or more. For ELA, a scale score of 2400 or more with a score of 2 or higher on the essay is required to be Commended.
- Student Success Initiative. Students who meet the Commended Performance standard in either the February or April administrations of TAKS reading will be included.
- Mobility. Students who move between campuses after October 28, 2005 and before the date of testing are not included in the evaluation of campuses; students who move between districts after October 28, 2005 and before the date of testing are not included in the evaluation of districts. See Table 3 - Accountability Subset in Chapter 2 for more information.
- Pairing. Campuses that are paired because they do not have their own TAKS data are not eligible for acknowledgment on Commended Performance.
- Special Education. Performance of special education students who took the TAKS is included in this measure.
- Rounding. All calculations are expressed as a percent, rounded to whole numbers. For example, 19.877% is rounded to 20%. Student group percents (minimum size requirements) are also rounded to whole numbers.
TAKS Commended Performance is the highest performance level set by the State Board of Education on the TAKS. Students who achieve Commended Performance have performed at a level that is considerably above the state passing standard and have shown a thorough understanding of the knowledge and skills at the grade level tested.
Who is eligible: Districts and campuses that test students on TAKS mathematics (grades 3, 4, 5, 6, 7, 8, 9, 10 & 11) and have a rating of Academically Acceptable or higher.
Standard: For acknowledgment on this indicator, the campus or district must have 20% or more of its examinees scoring at or above the Commended Performance standard.
Student Groups: Performance is evaluated for All Students and the following student groups: African American, Hispanic, White, and Economically Disadvantaged.
Methodology:
| total number test takers in mathematics |
Minimum Size Requirements: All Students results are always evaluated, regardless of the number of test takers. Student groups may or may not be evaluated, depending on their size:
- If there are fewer than 30 test takers in the student group, it is not evaluated separately.
- If there are 30 to 49 students within the student group and the student group comprises at least 10% of All Students, it is evaluated.
- If the student group has at least 50 students, it is evaluated.
Year of Data: 2005-06
Data Source: Pearson Educational Measurement
Other information:
- Scale Score. Commended Performance is a scale score of 2400 or more on the TAKS.
- Student Success Initiative. Students who meet the Commended Performance standard in either the April or May administrations of TAKS mathematics will be included.
- Mobility. Students who move between campuses after October 28, 2005 and before the date of testing are not included in the evaluation of campuses; students who move between districts after October 28, 2005 and before the date of testing are not included in the evaluation of districts. See Table 3 - Accountability Subset in Chapter 2 for more information.
- Pairing. Campuses that are paired because they do not have their own TAKS data are not eligible for acknowledgment on Commended Performance.
- Special Education. Performance of special education students who took the TAKS is included in this measure.
- Rounding. All calculations are expressed as a percent, rounded to whole numbers. For example, 19.877% is rounded to 20%. Student group percents (minimum size requirements) are also rounded to whole numbers.
TAKS Commended Performance is the highest performance level set by the State Board of Education on the TAKS. Students who achieve Commended Performance have performed at a level that is considerably above the state passing standard and have shown a thorough understanding of the knowledge and skills at the grade level tested.
Who is eligible: Districts and campuses that test students on TAKS writing (grades 4 & 7) and have a rating of Academically Acceptable or higher.
Standard: For acknowledgment on this indicator, the campus or district must have 20% or more of its examinees scoring at or above the Commended Performance standard.
Student Groups: Performance is evaluated for All Students and the following student groups: African American, Hispanic, White, and Economically Disadvantaged.
Methodology:
| total number test takers in writing |
Minimum Size Requirements: All Students results are always evaluated, regardless of the number of test takers. Student groups may or may not be evaluated, depending on their size:
- If there are fewer than 30 test takers in the student group, it is not evaluated separately.
- If there are 30 to 49 students within the student group and the student group comprises at least 10% of All Students, it is evaluated.
- If the student group has at least 50 students, it is evaluated.
Year of Data: 2005-06
Data Source: Pearson Educational Measurement
Other information:
- Scale Score. Commended Performance is a scale score of 2400 or more with a score of 3 or higher on the essay.
- Mobility. Students who move between campuses after October 28, 2005 and before the date of testing are not included in the evaluation of campuses; students who move between districts after October 28, 2005 and before the date of testing are not included in the evaluation of districts. See Table 3 - Accountability Subset in Chapter 2 for more information.
- Pairing. Campuses that are paired because they do not have their own TAKS data are not eligible for acknowledgment on Commended Performance.
- Special Education. Performance of special education students who took the TAKS is included in this measure.
- Rounding. All calculations are expressed as a percent, rounded to whole numbers. For example, 19.877% is rounded to 20%. Student group percents (minimum size requirements) are also rounded to whole numbers.
TAKS Commended Performance is the highest performance level set by the State Board of Education on the TAKS. Students who achieve Commended Performance have performed at a level that is considerably above the state passing standard and have shown a thorough understanding of the knowledge and skills at the grade level tested.
Who is eligible: Districts and campuses that test students on TAKS science (grades 5, 10 & 11) and have a rating of Academically Acceptable or higher. Because grade 8 TAKS science is not part of the accountability system in 2006, no GPA is available for it.
Standard: For acknowledgment on this indicator, the campus or district must have 20% or more of its examinees scoring at or above the Commended Performance standard.
Student Groups: Performance is evaluated for All Students and the following student groups: African American, Hispanic, White, and Economically Disadvantaged.
Methodology:
| total number test takers in science |
Minimum Size Requirements: All Students results are always evaluated, regardless of the number of test takers. Student groups may or may not be evaluated, depending on their size:
- If there are fewer than 30 test takers in the student group, it is not evaluated separately.
- If there are 30 to 49 students within the student group and the student group comprises at least 10% of All Students, it is evaluated.
- If the student group has at least 50 students, it is evaluated.
Year of Data: 2005-06
Data Source: Pearson Educational Measurement
Other information:
- Scale Score. Commended Performance is a scale score of 2400 or more on the TAKS.
- Mobility. Students who move between campuses after October 28, 2005 and before the date of testing are not included in the evaluation of campuses; students who move between districts after October 28, 2005 and before the date of testing are not included in the evaluation of districts. See Table 3 - Accountability Subset in Chapter 2 for more information.
- Pairing. Campuses that are paired because they do not have their own TAKS data are not eligible for acknowledgment on Commended Performance.
- Special Education. Performance of special education students who took the TAKS is included in this measure.
- Rounding. All calculations are expressed as a percent, rounded to whole numbers. For example, 19.877% is rounded to 20%. Student group percents (minimum size requirements) are also rounded to whole numbers.
TAKS Commended Performance is the highest performance level set by the State Board of Education on the TAKS. Students who achieve Commended Performance have performed at a level that is considerably above the state passing standard and have shown a thorough understanding of the knowledge and skills at the grade level tested.
Who is eligible: Districts and campuses that test students on TAKS social studies (grades 8, 10 & 11) and have a rating of Academically Acceptable or higher.
Standard: For acknowledgment on this indicator, the campus or district must have 20% or more of its examinees scoring at or above the Commended Performance standard.
Student Groups: Performance is evaluated for All Students and the following student groups: African American, Hispanic, White, and Economically Disadvantaged.
Methodology:
| total number test takers in social studies |
Minimum Size Requirements: All Students results are always evaluated, regardless of the number of test takers. Student groups may or may not be evaluated, depending on their size:
- If there are fewer than 30 test takers in the student group, it is not evaluated separately.
- If there are 30 to 49 students within the student group and the student group comprises at least 10% of All Students, it is evaluated.
- If the student group has at least 50 students, it is evaluated.
Year of Data: 2005-06
Data Source: Pearson Educational Measurement
Other information:
- Scale Score. Commended Performance is a scale score of 2400 or more on the TAKS.
- Mobility. Students who move between campuses after October 28, 2005 and before the date of testing are not included in the evaluation of campuses; students who move between districts after October 28, 2005 and before the date of testing are not included in the evaluation of districts. See Table 3 - Accountability Subset in Chapter 2 for more information.
- Pairing. Campuses that are paired because they do not have their own TAKS data are not eligible for acknowledgment on Commended Performance.
- Special Education. Performance of special education students who took the TAKS is included in this measure.
- Rounding. All calculations are expressed as a percent, rounded to whole numbers. For example, 19.877% is rounded to 20%. Student group percents (minimum size requirements) are also rounded to whole numbers.
Comparable Improvement (CI) is a measure that calculates how student performance on the TAKS test has changed (or grown) from one year to the next, and compares the change to that of the 40 schools that are demographically most similar to the target school.
Who is eligible: Campuses that test students on TAKS reading or English languages arts in grades 4 - 11 and have a rating of Academically Acceptable or higher. Districts are not eligible because CI is not calculated at the district level.
Standard: For acknowledgment on this indicator, the campus must have an average Texas Growth Index (TGI) within the top quartile (the top 25%) of their 40-member campus comparison group for reading/ELA.
Student Groups: Performance is evaluated for All Students only.
Methodology: First, determine the campus's average Texas Growth Index:
| total number of matched students in reading/ELA |
Then, determine which quartile the campus is in within its 40-member campus comparison group. See Appendix E - Texas Growth Index and Appendix F - Campus Comparison Group for a complete explanation of the methodology for this measure.
Minimum Size Requirements: Students must be matched to the spring 2005 TAKS administration-anywhere in the state-to find their prior year scale score for reading or ELA. Any campus with fewer than 10 matched students for a subject will not have average TGI values calculated and will not be assigned a quartile position.
Year of Data: 2006 and 2005 (Spring TAKS Administrations)
Data Source: Pearson Educational Measurement
Other information:
- Grade 3. Growth is not calculated for third grade test takers since that is their first TAKS test. For this reason, campuses with a high grade of 3 are not eligible for acknowledgment on CI.
- Student Success Initiative.
- For grade 5 students who take TAKS reading in both February and April, the performance used is the score they achieved in the February administration. That student will be matched to their single grade 4 administration from 2005 to determine their TGI.
- For grade 4 students who-as third graders in 2005-took TAKS reading in both February and April 2005, the TGI is determined by matching the score they achieved on their single grade 4 administration from 2006 to the score they achieved on their February administration in 2005.
- Pairing. Campuses that are paired because they do not have their own TAKS data are not eligible for acknowledgment on CI.
- Special Education. Performance of special education students who took the TAKS is included in this measure.
- Rounding. All TGI calculations are rounded to two decimal points. For example, 1.877 is rounded to 1.88, not 2. Comparison group percents are rounded to one decimal point. For example, 69.877% is rounded to 69.9%. Average scale scores are rounded to whole numbers. For example, 2243.44 is rounded to 2243.
Comparable Improvement (CI) is a measure that calculates how student performance on the TAKS test has changed (or grown) from one year to the next, and compares the change to that of the 40 schools that are demographically most similar to the target school.
Who is eligible: Campuses that test students on TAKS mathematics in grades 4 - 11 and have a rating of Academically Acceptable or higher. Districts are not eligible because CI is not calculated at the district level.
Standard: For acknowledgment on this indicator, the campus must have an average Texas Growth Index (TGI) within the top quartile (the top 25%) of their 40-member campus comparison group for mathematics.
Student Groups: Performance is evaluated for All Students only.
Methodology: First, determine the campus's average Texas Growth Index:
| total number of matched students in mathematics |
Then, determine which quartile the campus is in within its 40-member campus comparison group. See Appendix E - Texas Growth Index and Appendix F - Campus Comparison Group for a complete explanation of the methodology for this measure.
Minimum Size Requirements: Students must be matched to the spring 2005 TAKS administration-anywhere in the state-to find their prior year scale score for mathematics. Any campus with fewer than 10 matched students for a subject will not have average TGI values calculated and will not be assigned a quartile position.
Year of Data: 2006 and 2005 (Spring TAKS Administrations)
Data Source: Pearson Educational Measurement
Other information:
- Grade 3. Growth is not calculated for third grade test takers since that is their first TAKS test. For this reason, campuses with a high grade of 3 are not eligible for acknowledgment on CI.
- Student Success Initiative. For grade 5 students who take TAKS mathematics in both April and May, the performance used is the score they achieved in the April administration. That student will be matched to their single grade 4 administration from 2005 to determine their TGI.
- Pairing. Campuses that are paired because they do not have their own TAKS data are not eligible for acknowledgment on CI.
- Special Education. Performance of special education students who took the TAKS is included in this measure.
- Rounding. All TGI calculations are rounded to two decimal points. For example, 1.877 is rounded to 1.88, not 2. Comparison group percents are rounded to one decimal point. For example, 69.877% is rounded to 69.9%. Average scale scores are rounded to whole numbers. For example, 2243.44 is rounded to 2243.
This indicator shows the percent of graduates who were reported as having satisfied the course requirements for the Texas State Board of Education Recommended High School Program or Distinguished Achievement Program.
Who is eligible: Districts and campuses that have graduates and that are rated Academically Acceptable or higher.
Standard: For acknowledgment on this indicator, 70.0% of all 2005 graduates reported must meet or exceed the requirements for the Recommended High School Program or Distinguished Achievement Program.
Student Groups: Performance is evaluated for All Students and the following student groups: African American, Hispanic, White, and Economically Disadvantaged.
Methodology:
| Recommended High School Program or Distinguished Achievement Program number of graduates |
Minimum Size Requirements: All Students results are always evaluated, regardless of the number of graduates. Student groups may or may not be evaluated, depending on their size:
- If there are fewer than 30 graduates in the student group, it is not evaluated separately.
- If there are 30 to 49 students within the student group and the student group comprises at least 10% of All Students, it is evaluated.
- If the student group has at least 50 students, it is evaluated.
Year of Data: Class of 2005
Data Source: PEIMS submission 1 (October 2005)
Other information:
- Special Education. Measure includes both non-special education and special education graduates.
- Rounding. All calculations are expressed as a percent, rounded to one decimal point. For example, 69.877% is rounded to 69.9%, not 70.0%. However, student group percents (minimum size requirements) are always rounded to whole numbers.
This indicator shows the performance and participation on two college admissions tests: the College Board's SAT and ACT, Inc.'s ACT Assessment.
Who is eligible: Districts and campuses that have graduates and that are rated Academically Acceptable or higher.
Standard: For acknowledgment on this indicator, the campus or district must meet both a participation and a performance standard. It must:
- have 70.0% or more of the class of 2005 non-special education graduates taking either the ACT or the SAT; and of those examinees
- have 40.0% or more scoring at or above the criterion score on at least one examination.
Student Groups: Performance is evaluated for All Students and the following student groups: African American, Hispanic, and White.
Methodology:
Participation:
| total non-special education graduates |
and
Performance:
| number of graduates taking either the SAT or the ACT |
Minimum Size Requirements: All Students results are always evaluated, regardless of the number of test takers or graduates. To be included in the evaluation for GPA, a student group must have:
- in the numerator of the participation measure: at least 10 test takers; and,
- in the denominator of the participation measure: at least 30 non-special education graduates;
- if there are 30 to 49 students and the student group comprises at least 10% of All Students, it is evaluated; or
- if the student group has at least 50 students, it is evaluated.
Year of Data: Class of 2005
Data Source: The College Board (SAT) and ACT, Inc. (ACT)
Other information:
- Criterion. The criterion score is 1110 on the SAT (total) or 24 on the ACT (composite).
- Most Recent Test. Both testing companies annually provide the agency with testing information on the most recent test participation and performance of graduating seniors from all Texas public schools. Only one record is sent per student. If a student takes an ACT or SAT test more than once, the agency receives the record for the most recent examination taken.
- Both Tests Taken. If a student takes both the SAT and the ACT, the information is combined so that an unduplicated count of students is used. If the student scored above the criterion on either the SAT or ACT, that student is counted as having scored above the criterion.
- Campus ID. The student taking the test identifies the campus to which a score is attributed.
- Special Education. For participation special education graduates who take the ACT or SAT are included in the numerator, but not the denominator. This may have a slight positive effect on the percent reported.
- Rounding. All calculations are expressed as a percent, rounded to one decimal point. For example, 69.877% is rounded to 69.9%, not 70.0%. However, student group percents (minimum size requirements) are always rounded to whole numbers.
The TSI is a new Gold Performance Acknowledgment indicator for 2006; it replaces the TAAS/TASP Equivalency indicator. Unlike TAAS/TASP Equivalency, which was a cumulative indicator, the new college readiness indicator is based on the performance of only students in grade 11 for the current year. According to the Texas Higher Education Coordinating Board, the standard of college readiness for the exit-level TAKS is a scale score of 2200 for ELA and a score of 3 or higher on the essay.
Who is eligible: Districts and campuses that test grade 11 students on the exit-level TAKS English language arts and have a rating of Academically Acceptable or higher.
Standard: For acknowledgment on this indicator, the campus or district must have 50% or more of its examinees scoring at or above the TSI standard set by the Higher Education Coordinating Board.
Student Groups: Performance is evaluated for All Students and the following student groups: African American, Hispanic, White, and Economically Disadvantaged.
Methodology:
| and a score of 3 or higher on the essay of the ELA test total number of grade 11 students taking ELA |
Minimum Size Requirements: All Students results are always evaluated, regardless of the number of test takers. Student groups may or may not be evaluated, depending on their size:
- If there are fewer than 30 test takers in the student group, it is not evaluated separately.
- If there are 30 to 49 students within the student group and the student group comprises at least 10% of All Students, it is evaluated.
- If the student group has at least 50 students, it is evaluated.
Year of Data: 2005-06
Data Source: Pearson Educational Measurement
Other information:
- Mobility. Students who move between campuses after October 28, 2005 and before the date of testing are not included in the evaluation of campuses; students who move between districts after October 28, 2005 and before the date of testing are not included in the evaluation of districts. See Table 3 - Accountability Subset in Chapter 2 for more information.
- Pairing. Campuses that are paired because they do not have their own TAKS data are not eligible for acknowledgment on TSI.
- Special Education. Performance of special education students who took the TAKS is included in this measure.
- Rounding. All calculations are expressed as a percent, rounded to whole numbers. For example, 49.877% is rounded to 50%. Student group percents (minimum size requirements) are also rounded to whole numbers.
The TSI is a new Gold Performance Acknowledgment indicator for 2006; it replaces the TAAS/TASP Equivalency indicator. Unlike TAAS/TASP Equivalency, which was a cumulative indicator, the new college readiness indicator is based on the performance of only students in grade 11 for the current year. According to the Texas Higher Education Coordinating Board, the standard of college readiness for the exit-level TAKS is a scale score of 2200 for mathematics.
Who is eligible: Districts and campuses that test grade 11 students on the exit-level TAKS mathematics and have a rating of Academically Acceptable or higher.
Standard: For acknowledgment on this indicator, the campus or district must have 50% or more of its examinees scoring at or above the TSI standard set by the Higher Education Coordinating Board.
Student Groups: Performance is evaluated for All Students and the following student groups: African American, Hispanic, White, and Economically Disadvantaged.
Methodology:
| total number of grade 11 students taking ELA |
Minimum Size Requirements: All Students results are always evaluated, regardless of the number of test takers. Student groups may or may not be evaluated, depending on their size:
- If there are fewer than 30 test takers in the student group, it is not evaluated separately.
- If there are 30 to 49 students within the student group and the student group comprises at least 10% of All Students, it is evaluated.
- If the student group has at least 50 students, it is evaluated.
Year of Data: 2005-06
Data Source: Pearson Educational Measurement
Other information:
- Mobility. Students who move between campuses after October 28, 2005 and before the date of testing are not included in the evaluation of campuses; students who move between districts after October 28, 2005 and before the date of testing are not included in the evaluation of districts. See Table 3 - Accountability Subset in Chapter 2 for more information.
- Pairing. Campuses that are paired because they do not have their own TAKS data are not eligible for acknowledgment on TSI.
- Special Education. Performance of special education students who took the TAKS is included in this measure.
- Rounding. All calculations are expressed as a percent, rounded to whole numbers. For example, 49.877% is rounded to 50%. Student group percents (minimum size requirements) are also rounded to whole numbers.
Notification of Gold Performance Acknowledgment will occur in late October 2006 at the same time as the 2006 ratings update that follows the resolution of all appeals. (See Chapter 18 - Calendar for more details.) At that time, the district lists and data tables on the TEA website will be updated to show the acknowledgments.
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