Annual Dropout Rate (Gr 9-12) 2010-11: Some of these data were already reported in the 2011-12 AEIS Reports. The following shows how data will be reported for the 2013 ratings on August 8, 2013:

• % Dropped Out. This includes grades 9 through 12. It is calculated as follows:

number of dropouts in grades 9 through 12 during the 2010-11 school year
—— divided by ——
number of grade 9-12 students who were in attendance at any time during the 2010-11 school year

• Rounding. Dropout Rates are rounded to one decimal point. For example, 1.65% is rounded to 1.7%.
• # Dropped Out. This is the numerator.
• # 9-12 Graders. This is the denominator.

Per Texas Education Code (TEC) Chapter 39, the following are now excluded from campus and district dropout calculations:

1. students who are not eligible for state funding;
2. students who were court-ordered into a General Educational Development (GED) program, but did not earn a GED;
3. students who have been incarcerated as adults;
4. students coded as refugees or asylees who have not received adequate schooling outside of the United States;
5. any students who were previously reported as dropouts to TEA; and
6. students in county detention facilities outside of their home district

Campus ID: The campus number is a unique 9-digit identifying number assigned to every Texas public school. It consists of the county number (assigned alphabetically from 001 to 254), followed by the district number (9_ _ is used primarily for regular districts, 8_ _ for charter operators), and ending with the campus number (generally 00_ for high schools, 04_ for middle schools, and 1_ _ for elementary schools).

District ID: The district number is the unique 6-digit identifying number assigned to every Texas district and charter operator. It consists of the county number (assigned alphabetically from 001 to 254), followed by the district number (9_ _ is used primarily for regular districts, 8_ _ for charter operators).

Dropout: A dropout is a student who is enrolled in public school in Grades 7-12, does not return to public school the following fall, is not expelled, and does not: graduate, receive a GED certificate, continue school outside the public school system, begin college, or die.

Dropout counts are obtained from PEIMS records. Based on the attendance and enrollment records of all districts, the records of Texas graduates from 2009-10 and earlier, and GED certificate records, TEA identifies students for whom districts do not need to submit leaver records. School districts must account for all other students through the submission of leaver reasons. The leaver record provides 17 possible reasons for leaving school in 2010-11, including three which indicate the student is a dropout (codes 88, 89, and 98). Note that this report only includes dropouts from high schools with grades 9, 10, 11, and/or 12. See Annual Dropout Rate.

Economically Disadvantaged: The percent of economically disadvantaged students is calculated as the sum of the students coded as eligible for free or reduced-price lunch or eligible for other public assistance, divided by the total number of students:

number of students coded as eligible for free or reduced-price lunch or other public assistance
—— divided by ——
total number of students

English Language Learners (ELL): These are students identified as English language learners by the Language Proficiency Assessment Committee (LPAC) according to criteria established in the Texas Administrative Code. Not all students identified as ELL receive bilingual or English as a second language instruction, although most do.

Grade Span: This is the low grade and high grade that districts report to the Texas Education Agency (TEA) for each school. Schools are placed into one of four classifications based on the lowest and highest grades in which students are enrolled at the school (i.e. in membership): elementary, middle (including junior high school), secondary, and both elementary/secondary (K-12). Generally speaking, elementary schools are PK-5 or PK-6, middle schools are 6-8, and secondary schools are 9-12. Schools with grade spans that do not exactly match these are grouped with the school type most similar to their grade span. For exact details on the low and high grade combinations included with each type see the “2012 School Types Chart” at: /perfreport/account/2012/schtype_chart.html

Graduation Rates: Some of these data were already reported in the 2011-12 AEIS Reports.The following shows how data will be reported for the 2013 ratings on August 8, 2013:

• 4-Year Graduation Rate (Gr 9-12): Class of 2011
  • % Graduated. This cohort consists of students who first attended ninth grade in 2007-08. They are followed through their expected graduation with the class of 2011. It is calculated as follows:

number of students from the cohort who received a high school diploma by August 31, 2011
—— divided by ——
number of students in the class of 2011 cohort **

** The cohort in the denominator above includes those students who graduated, continued in school, received a GED, or dropped out. It does not include data errors or leavers with leaver reason codes 03, 16, 24, 60, 66, 78, 81, 82, 83, 85, 86, or 87.

• Rounding. Graduation rates are rounded to one decimal point. For example, 74.875% is rounded to 74.9%, not 75%.
• # Graduated. This is the numerator.
• # in 2011 Cohort. This is the denominator.
• ELL Student Group. In the 2012 Indicators Report, students in the ELL category are those who were identified as ELL during their last year in the cohort. This matches what was reported in the 2011-12 AEIS reports. For 2013 accountability, the ELL graduation rate will include students who were identified as English language learners at any time while attending Grades 9-12 in a Texas public school.

• 5-Year Extended Graduation Rate (Gr 9-12): Class of 2010
• % Graduated. This cohort consists of students who first attended ninth grade in 2006-07. They are followed for five years, to see if they graduated within a year after their expected graduation with the class of 2010. It is calculated as follows:

number of students from the cohort who received a high school diploma by August 31, 2011
—— divided by ——
number of students in the class of 2010 cohort***

*** The cohort in the denominator above includes those students who graduated, continued in school, received a GED, or dropped out. It does not include data errors or leavers with leaver reason codes 03, 16, 24, 60, 66, 78, 81, 82, 83, 85, 86, or 87. Note that the newly mandated exclusions are not applied to this rate.

• Rounding. Graduation rates are rounded to one decimal point. For example, 74.875% is rounded to 74.9%, not 75%.
• # Graduated. This is the numerator.
• # in 2010 Cohort. This is the denominator.
• ELL Student Group. In the 2012 Indicators Report, students in the ELL category are those who were identified as ELL during their last year in the cohort. This matches what was reported in the 2011-12 AEIS reports. For 2013 accountability, the ELL graduation rate will include students who were identified as English language learners at any time while attending Grades 9-12 in a Texas public school.

• Annual RHSP/DAP Graduates: Class of 2011
• % RHSP/DAP Graduates. 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. It is calculated as follows:

number of graduates reported with graduation codes for
Recommended High School Program or Distinguished Achievement Program
—— divided by ——
number of graduates

RHSP graduates are students with type codes of 15, 19, 22, 25 or 28; DAP graduates are students with type codes of 17, 20, 23, 26 or 29.

• Rounding. Graduation rates are rounded to one decimal point. For example, 74.875% is rounded to 74.9%, not 75%.
• # RHSP/DAP Graduates. This is the numerator.
• Total Graduates. This is the denominator.

Race/Ethnicity: Students are reported as African American, Hispanic, White, American Indian, Asian, Pacific Islander, and Two or More Races.

Special Education:This refers to the population served by programs for students with disabilities. Assessment and other decisions for students in special education programs are made by their Admission, Review, and Dismissal (ARD) committee. The ARD committee is made up of the parent(s) or guardian, teacher, administrator, and other concerned parties. Students served by special education may take the STAAR, STAAR-Modified, or STAAR-Alternate tests.

STAAR Performance (Spring 2012 Administration Only, includes TAKS grade 11): The State of Texas Assessments of Academic Readiness (STAAR) is a comprehensive testing program for public school students. The STAAR program measures the Texas Essential Knowledge and Skills (TEKS) curriculum standards. For this report, the following performance from spring 2012 is included:

• STAAR (including STAAR-M and STAAR-Alt):
  • Grade 3 – reading and mathematics (including both Spanish and English)
  • Grade 4 – reading, mathematics, and writing (including both Spanish and English)
  • Grade 5 – reading mathematics and science (including both Spanish and English)
  • Grade 6 – reading and mathematics
  • Grade 7 – reading, mathematics, and writing
  • Grade 8 – reading, mathematics, science, and social studies
• STAAR End-of-Course (including STAAR-M and STAAR-Alt):
  • Grade 9 – End-of-Course (EOC) assessment in English Language Arts (I, II, or III), Mathematics (Algebra I, Geometry, or Algebra II), Social Studies (World Geography, World History, or U.S. History), and Science (Biology, Chemistry, or Physics)
  • EOC assessments were also administered to students in lower grades, if they took those courses; for example 8th graders who take Algebra I
• TAKS:
  • Grade 11 – Exit-level Texas Assessment of Knowledge and Skills (TAKS): English language arts, mathematics, science, and social studies

For accountability purposes, performance is measured according to the tests that met the standard. The following information on STAAR/TAKS performance is shown:

• All Subjects (2012). Summed across all grades AND all subjects at:
  • Phase-in 1 Level II or above. This is the STAAR "passing" standard that will be used for 2013. TAKS met standard or above is included in the numerator.
  • Final Level II or above. This is the STAAR "college-ready" standard for 2013.
  • Level III Advanced. This is the STAAR advanced level.

For example, the percent at Phase-in 1 Level II or above on all subjects in a middle school with a grade span of 6-8 is calculated as follows:

total number of grade 6, 7, and 8 tests that met Phase-in 1 Level II or above on all STAAR tests
including all tests that met Phase-in 1 Level II or above on any EOC test
—— divided by ——
total number of grade 6, 7, and 8 tests that took a STAAR test or any EOC test

• Individual Subject (2012). Summed across grades by subject at:
  • Phase-in 1 Level II or above. This is the STAAR "passing" standard that will be used for 2013. TAKS met standard or above is included in the numerator.
  • Final Level II or above. This is the STAAR "college-ready" standard for 2013.
  • Level III Advanced. This is the STAAR advanced level.

For example, the percent at Phase-in 1 Level II or above on mathematics in a middle school with a grade span of 6-8 is calculated as follows:

total number of grade 6, 7, and 8 STAAR mathematics tests that met Phase-in 1 Level II or above,
including all EOC mathematics test (Algebra I, Geometry, or Algebra II) tests that met Phase-in 1 Level II or above
—— divided by ——
total number of grade 6, 7, and 8 STAAR mathematics tests, including all EOC mathematics tests

The percent met Phase-in 1 Level II or above on mathematics in a high school with a grade span of 9-12 is calculated as follows:

total number of grade 9 EOC mathematics tests (Algebra I, Geometry, or Algebra II) that met Phase-in 1 Level II or above
plus all 11th grade TAKS exit-level mathematics tests that met TAKS passing standard or above
—— divided by ——
total number of grade 9 EOC mathematics tests
plus all 11th grade TAKS exit-level mathematics tests

• Rounding. Percent of Tests calculations are rounded to whole numbers. For example, 59.877% is rounded to 60%; 79.4999% is rounded to 79%; and 89.5% is rounded to 90%.
• Numerators are provided for the three levels
• Denominator for each is "Total Tests"

Other Important Information:

• For Final Level II or above and Level III Advanced, TAKS met standard or above is not included in the numerator, though all TAKS tests will be in the denominator.
• Performance on the grade 10 TAKS is not included in this report.
• The values shown for Level III Advanced use the Phase-in Level III performance standard for EOC English Language Arts III (reading and writing) and Algebra II.
• The assessment information does NOT include performance on STAAR-L and TELPAS.
• In 2012 students in grades below 9 could take an EOC exam as well as the STAAR subject exam. These reports only include the EOC performance. For example, if an 8th grader took both the grade 8 STAAR mathematics test and the Algebra I EOC, only performance on the EOC is included.
• Performance on EOC STAAR-Alt for students in grades 10, 11, and 12 is included.

STAAR Accountability Subset: For STAAR results, only the performance of students enrolled on the PEIMS fall “as-of” date of October 28, 2011, are included in these reports. This is referred to as the accountability subset (sometimes referred to as the October subset or the mobility adjustment). This adjustment is not applied to the dropout or graduation indicators.

Students who move from district to district are excluded from the campus and district assessment results. Further, students who move from campus to campus within a district are kept in the district’s results but are excluded from the campus’s assessment results. No campus is held accountable for students who move between campuses after the PEIMS “as-of” date and before the date of testing, even if they stay within the same district.

Student Groups: Performance for each indicator is shown for All Students; by ethnicity: African American, Hispanic, White, American Indian, Asian, Pacific Islander, and Two or More Races; by Economically Disadvantaged status; by Special Education; and by ELL (English Language Learner or Limited English Proficient).

Total Students: This is the total number of public school students who were reported in membership on October 28, 2011, at any grade, from early childhood education through grade 12. Membership is a slightly different number from enrollment because it does not include those students who are served in the district for less than two hours per day. For example, the count of Total Students excludes students who attend a nonpublic school but receive some services, such as speech therapy—for less than two hours per day—from their local public school district.

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