for the
Accountability Rating - This refers to the campus rating based on the 1994 accountability system. The accountability system features four levels of accountability ratings for campuses:
· Exemplary - Performance on the TAAS, dropout rate, and attendance rate were considered for this rating. Campuses receiving this rating automatically qualified for a TSSAS (Texas Successful Schools Award System) award.
· Recognized - Performance on the TAAS, dropout rate, and attendance rate were considered for this rating. Campuses receiving this rating automatically qualified for a TSSAS award.
· Acceptable - Performance on the TAAS was considered for this rating. Campuses receiving this rating may have been eligible for a TSSAS award if they showed significant gain.
· Low-Performing - Performance on the TAAS was considered for this rating. Campuses receiving this rating did not qualify for a TSSAS award.
A few campuses were listed as Pending or Not Rated. Campuses with a rating of Pending operated as alternative education programs. Not Rated campuses include those that do not serve students within the 1st through 12th grade span, such as pre-kindergarten centers and early education through kindergarten schools. These schools were ineligible for TSSAS awards.
For a more detailed explanation of the accountability system, see the 1994-95 Accountability Manual. A copy of the manual was provided to each superintendent and principal in April 1994.
Accreditation Status - This refers to the district accreditation status based on the 1994 accountability system. The accountability system applied one of four accreditation status levels for districts:
· Exemplary - Performance on the TAAS, dropout rate, and attendance rate were considered for this rating.
· Recognized - Performance on the TAAS, dropout rate, and attendance rate were considered for this rating.
· Accredited - Performance on the TAAS was considered for this rating.
· Accredited, Warned - Performance on the TAAS was considered for this rating. Campuses in a district receiving this rating did not qualify for a TSSAS award, regardless of the campus performance.
For a more detailed explanation of the accountability system, see the 1994-95 Accountability Manual. A copy of the manual was provided to each superintendent and principal in April 1994.
Advanced Courses - This indicator is based on completion of (and having received credit for) at least one advanced course. The information is reported to PEIMS (the Public Education Information Management System) at the end of the school year. Because the definition of this indicator has changed, only one year (1992-93) of data was reported. It was calculated as follows:
number of students who completed at least one advanced academic course in 1992-93
number of students who completed at least one academic course in 1992-93
Note that this indicator applies only to students in grades 9 through 12. See Appendix C: List of Advanced Courses. (Source: PEIMS, October 1992, June 1993 )
Advanced Placement Courses - College Board Advanced Placement (AP) courses provide students with the opportunity to obtain high school credit while pursuing college-level studies and to receive advanced placement or credit, or both, upon entering college. At this time, all but two AP courses (computer science A and AB) are included in the list of advanced courses. See Appendix C: List of Advanced Courses. (Source: PEIMS, June 1993 )
Annual Dropout Rate - The dropout rate is the number of dropouts summed across all grades, 7 through 12, divided by the number of students summed across all grades, 7 through 12. It is shown calculated in two ways:
· Method I (old methodology) - This method uses the reported fall enrollment as the denominator and the total number of dropouts reported for the entire school year as the numerator. This calculation of the annual dropout rate duplicates the methodology used to report dropout rates in the past. It is calculated as follows:
number of students who dropped out during the school year
(divided by)
number of students who were
enrolled as of late October
For purposes of year-to-year comparison, two years are provided, 1992-93 and 1991-92. Dropout rates calculated with Method I will be reported in future AEIS reports for research purposes. It will be phased out of the AEIS reports at some future time.
· Method II (new methodology) - This method uses the cumulative membership for the entire school year as the denominator and the total number of dropouts reported for the school year as the numerator. This method produces the annual dropout rate used in the accountability system. It is calculated as follows:
number of students who
dropped out during the school year
(divided by)
number of students who were in membership during the school
year
The only dropout information available under this method is for the 1992-93 school year.
Because Method II uses a cumulative count of students in the denominator as well as in the numerator it provides a more reliable dropout rate, especially for those schools that have high mobility (that is, a large number of students who move in or out during the school year). The use of Method II became possible with changes in data collection made beginning with the 1992-93 school year. Attendance information is now collected by student, rather than by campus.
Another improvement to the dropout rate results from the application of the new recovery process which analyzes statewide data to find and "recover" students who were erroneously reported as having dropped out. See Dropouts and Dropout Recovery Process. (Source: PEIMS, Oct. 1993, Oct. 1992, and Oct. 1991)
Attendance - This year for the first time, attendance rates reported in AEIS are based on student attendance for the entire school year. In the past, AEIS attendance rates were based on the second six weeks reporting period. Attendance is calculated as follows:
total number of days students were present in 1992-93
(divided by)
total number of days students were in membership in 1992-93
Only students in grades 1 through 12 are included in the calculations. Because of the change in methodology, only one year of data (1992-93) is reported. Note that this is also the first time the AEIS presents attendance rates by student group as well as by campus. (Source: PEIMS, June 1993)
Auxiliary Staff - (from District Profile Section) This shows the Full Time Equivalent (FTE) count of staff reported without a role but with a PEIMS employment and payroll record. Counts of auxiliary staff are expressed as a percent of total staff. For auxiliary staff, the FTE is simply the value of the percent of day worked expressed as a fraction. (Source: PEIMS, Oct. 1993)
Average Actual Salaries - For each professional staff type, the total salary is divided by the total FTE count of staff who receive that salary. The total actual salary amount is pay for regular duties only (base pay) and does not include any supplements. (Source: PEIMS, Oct. 1993)
Average Teacher Salary by Years of Experience - Total base pay for teachers within each experience group is divided by the total teacher FTE for the group. Total teacher base pay is the actual salary amount earned for regular duties. No supplement amounts are included. (Source: PEIMS, Oct. 1993)
Average Years Experience of Teachers - Weighted averages are obtained by multiplying each teacher's FTE count by years of experience. These amounts, when summed for all teachers and divided by the total teacher count, result in the averages shown in the Profile Section. Average years experience refers to the total number of years of professional experience for the individual, while average years experience with a district refers to tenure, i.e., the years employed in the reporting district. (Source: PEIMS, Oct. 1993)
Budgeted Instructional Operating Expenditures by Program - These are budgeted instructional operating expenditures categorized by the individual program (regular, special, compensatory, career and technology, bilingual/ESL, and gifted and talented) for which they were expended. Percents shown are the percent of total instructional operating expenditures. Instructional operating expenditures include those activities which deal directly with the instruction of pupils (Function 11). Instructional administrative expenditures are not included. See Appendix B. (Source: PEIMS, Oct. 1993)
Campus Group - Each school has a unique comparison group of 100 schools. To determine the comparison groups, a composite index is computed using five demographic variables: 1) percent of economically disadvantaged students (weighted 35%); 2) percent of minority students (weighted 35%); 3) district wealth (weighted 6%); 4) percent of limited English proficient students (weighted 12%); and 5) percent mobility (weighted 12%). In the performance section of the report, the value given in the Campus Group column is the median score. (The median is defined as that point in a distribution of scores, above and below which one-half of the scores fall.) On the profile section of the report, the value given in the Campus Group column is the average score. Note that the weights were recalculated this year as a result of having a measure of student mobility based on attendance. See Economically Disadvantaged, Minority Students, District Wealth, Limited English Proficient, and Mobility.
Chapter 1 - These students are eligible for, or receiving instructional and/or support services supplemental to the foundation program through a Chapter 1 compensatory program. An eligible student is: 1) educationally disadvantaged; 2) neglected or delinquent; 3) migrant; or 4) participating in a school-wide Chapter 1 project. (Source: PEIMS, Oct. 1993, Oct. 1992, and TEA Division of Student Assessment)
Class Size by Subject Area - (from District Profile Section) This value shows the number of classes and the average class size for elementary and selected secondary classes. Class size averages were determined by summing the number of students served and dividing by a calculated count of classes. Only classes identified as serving regular population students are included in these counts and averages. The estimation of the number of classes differs depending on if the class is elementary or secondary due to different reporting practices for these classes. For secondary classes, each reported record is assumed to be a class. For elementary classes, the teacher's FTE value is considered when counting classes. Class size for sixth grade elementary courses that are departmentalized are calculated using the secondary methodology. (Source: PEIMS, Oct. 1993)
College Admissions Tests - These include the Scholastic Aptitude Test (SAT) and the Enhanced ACT of the American College Testing Program. Three values were calculated for this indicator:
1) The percent of graduates who scored at or above the criterion score on either test (1000 on the SAT or 24 on the ACT):
number of graduates who
scored at or above criterion
(divided by)
number of graduates
2) The percent of graduates who took either college admissions test:
number of graduates who took the SAT or ACT
(divided by)
number of
graduates
3) The average score for each (SAT total and ACT composite), calculated as follows:
total score for all students who took the SAT
(divided by)
number of students who took the SAT
and
total score for all students who took the ACT
(divided by)
number of
students who took the ACT
Note that "graduates" in these equations do not include special education graduates. For purposes of year-to-year comparison, information is provided for the class of 1993 and the class of 1992. (Source: Educational Testing Service (SAT), American College Testing Program (ACT), and PEIMS, Oct. 1993 and Oct. 1992)
Cooperative Information - (from District Profile Section) Staff - Individuals were identified as participants in a cooperative if their assigned campus number belonged in a district different from their employing district, or if they were reported with a campus number of 701. Only the portion of a person's total FTE amount associated with the campus in another district (or with the 701 record) was counted as cooperative. Cooperative auxiliary staff are those auxiliary staff with payroll amounts reported in the Trust and Agency Fiduciary Fund Group. None of these staff counts are included in any other Profile statistics. Budgeted Financial - Cooperative information is categorized into two groups: total revenues by source and total expenditures by object. None of these financial amounts are included in any other profile statistics except those included only in adult programs. Total revenues - is the total for all revenues budgeted with fund codes indicating Local, State, or Federally Funded Cooperatives. Total Expenditures - is the total for all expenditures budgeted with fund codes indicating Local, State, or Federally Funded Cooperatives. Instructional Operating Expenditures - are budgeted with Local, State, or Federally Funded Cooperatives fund classifications. See Appendix B (Source: PEIMS, Oct. 1993)
Criterion Score - This refers to the college admissions tests - a score of 24 on the ACT (composite) or 1000 on the SAT (total).
District Wealth - Wealth is represented by 10 categories (plus one for special statutory districts), defined as the total taxable property value divided by total number of students in a school district. Taxable values used are the final certified values for calendar year 1993.
The categories are:
1) under $73,410
2) $73,410 - $88,635
3) $88,636 - $102,925
4) $102,926 - $119,235
5) $119,236 - $135,708
6) $135,709 - $157,882
7) $157,883 - $190,910
8) $190,911 - $249,264
9) $249,265 - $385,647
10) over $385,647
(Source: Texas Comptroller of Public Accounts, Property Tax Division and PEIMS, Oct. 1993 for number of students)
Dropout - According to Texas Education Code §11.205, ". . . dropout means a student: 1) who is absent from the public school in which the student is enrolled for a period of 30 or more consecutive days; 2) who does not hold a high school diploma or the equivalent; and 3) whose attendance within that period at another public school or a private or parochial school cannot be evidenced." The following are also counted as dropouts:
· Students who leave school to enter the military
· Students who leave school to enroll in a program not qualifying as an elementary/secondary school (e.g. cosmetology school)
· Students who were expelled for reasons other than criminal behavior
The following are not counted as dropouts:
· Students who are out of school for a temporary period with an approved excuse
· Students who drop out before the 7th grade
· Students who die
· Students who enroll in college early
· Students who were expelled for criminal behavior
· Students transferred or assigned to another public institution (such as prison) or state-approved educational program
Also, see Annual Dropout Rate.
Dropout Recovery Process - In the fall of each year, districts report which students dropped out the previous year or failed to re-enroll during the first 30 days of the new school year. This information is sent to TEA in the fall PEIMS submission which takes place near the end of October. In March, after the data submission process is complete, the reported dropouts are checked against several other statewide databases to see if any of the students were erroneously reported as having dropped out. Students are considered "recovered" and removed from the district's and campus's list of dropouts if:
· they are found to be enrolled in a public school somewhere in the state;
· they appeared on the General Educational Development (GED) information file as having received a GED certificate;
· they are found to have graduated from a public school somewhere in the state; or
· they had been counted as a dropout previously (going as far back as the 1990-91 school year). A student is counted as a dropout only once in his or her school career.
(Source: PEIMS, Oct. 1993, Oct. 1992, Oct. 1991, Oct. 1990, General Education Development Information File)
Economically Disadvantaged - The percent of economically disadvantaged students is calculated as the sum of the students eligible for free or reduced-price lunch or eligible for other public assistance, divided by the total number of students in the school:
number of students eligible for
free or reduced-price lunch
or other public assistance
(divided by)
number of students in school
For campus demographic groups, percent economically disadvantaged students is weighted 35% in the group index. (Source: PEIMS, Oct. 1993, Oct. 1992, and TEA Division of Student Assessment)
Educational Aides - Educational aides are staff who are reported with a role of 033. Educational aides are sometimes referred to as paraprofessional staff. FTE counts of educational aides are expressed as a percent of the total staff FTE. (Source: PEIMS, Oct. 1993)
Enrollment - See Total Students.
Ethnic Distribution - Students are reported as White, African American, Hispanic, and Other (Asian, Pacific Islander, or Native American). In the profile section, these values are expressed as a percent of the total number of students as well as an actual number. See Campus Group. (Source: PEIMS, Oct. 1993, Oct. 1992, Educational Testing Service, American College Testing Program, and TEA Division of Student Assessment)
Exclusions - (from District Profile Section) These are selected revenue and expenditure amounts that have been omitted from the other financial information presented. These amounts are separated to provide a more equalized financial picture. Total Capital Projects Fund Revenues - the total of all revenues budgeted in the capital projects fund. Expenditures - the total of all expenditures budgeted in the capital projects fund. Adult Program Funds (state and federal) Revenues - budgeted in the adult basic education fund and other adult program funds. Adult Program Funds (state and federal) Expenditures - budgeted in the adult basic education fund and other adult program funds. In the past, an exclusion was also made for tuition transfer payments. Because districts no longer report the object code that enables these budgeted expenditures to be identified, tuition transfers are not excluded from total expenditures this year. In affected districts, per pupil expenditures may appear to be high as a result. See Appendix B. (Source: PEIMS, Oct. 1993)
Expenditures by Function - (from District Profile Section) Expenditures for groups of functions are expressed as a percent of total expenditures: Instruction - all activities dealing directly with the instruction of pupils, including instruction through the use of computers. Instructional Administration - the management and improvement of the quality of instruction and the curriculum. Campus Administration - the operation and management of a school. Central Administration - the general administration activities of the district, the development of personnel and curriculum, and data processing services. Support - instruction-related services such as media and library materials, and pupil services such as counseling, promotion of attendance, and health services. Plant Services - physical plant maintenance and operation. Other Operating - pupil transportation, food services, and co-curricular activities. Debt Service - bond and lease/purchase principal, and all types of interest. Capital Outlay - facilities acquisition/construction not made from the capital projects fund. Community (ancillary) Services - activities involving all the community. Operating expenditures are comprised of the instructional, instructional administration, campus administration, central administration, support, plant services, and other operating categories. Non-operating expenditures consist of debt service, capital outlay, and community service functions. (Source: PEIMS, Oct. 1993)
Expenditures by Object - (from District Profile Section) Budgeted expenditures for groups of objects are expressed as a percent of total expenditures. Payroll - these are payroll expenditures for instruction, support, administration, plant services, and other staff functions. Other Operating - purchased and contracted services, supplies and materials, and all other operating expenditures. Non-Operating - debt service and capital outlay not made from the capital projects fund. (Source: PEIMS, Oct. 1993)
FTE - Full-Time Equivalent.
Fund Balance Information - (from District Profile Section) These are new items required by Senate Bill 7 to be in the AEIS report. For each district the amount of unencumbered surplus fund balance that existed at the end of the 1992-93 school year is reported. That percent of the total budgeted expenditures for the current year (1993-94) is shown. (Source: Financial Audit Report, December 1993)
Graduates (Class of 1993) - This is the total number of non-special education graduates for the 1992-93 school year reported in October 1993. The value includes 12th graders who graduated as well as graduates from other grades. Counts of special education graduates are reported separately; counts of graduates receiving advanced seals are also shown. Note that graduate information is now reported in the profile section of the report. (Source: PEIMS, Oct. 1993,)
Group Index - The group index used in the demographic group listing is calculated in three steps: First, a standard score (Z score) is computed for each of the five demographic variables. Second, each standard score is multiplied by its appropriate weighting. The sum of these is the target school's group index. The index is then used to place the target school on a demographic continuum of all schools. The group index in no way implies a ranking of schools by performance. See Campus Group, Economically Disadvantaged, Minority Students, District Wealth, Limited English Proficient, Mobility, and School Type.
LEP (Limited English Proficient) - These are counts of students identified as limited English proficient by the Language Proficiency Assessment Committee (LPAC), or a designated professional. Pupils identified as LEP do not necessarily receive bilingual or English as a second language instruction, though most do. Percentages are computed by dividing the number of LEP pupils by the total number of students in the school or district.
Minority - These percents are calculated as the sum of all non-white students (African American, Hispanic, Asian, Pacific Islander, and Native American) divided by the total number of students in the school.
number of non-white students
(divided by)
total number
of students
For campus grouping purposes percent minority is weighted 35% in the group index. See Campus Group. (Source: PEIMS, Oct. 1993 and Oct. 1992)
Mobility - A student is considered to be mobile if he or she has been in membership at the school for less than 83% of the school year (e.g. has missed at least one six-week period at a particular school).
number of mobile students
(divided by)
total number
of students
For campus grouping purposes percent mobility is weighted 12% in the group index. Mobility rates for the campus group, the district, and the state show the average mobility of students who move among schools within a district. (Source: PEIMS, June 1993)
n/a - This indicates data that are not available or not applicable.
Operating Expenditures by Function - (from Campus Profile Section) Instruction: budgeted expenditures for all activities dealing directly with the instruction of pupils, including instruction through the use of computers. Instructional Administration: budgeted expenditures for the management and improvement of the quality of instruction and the curriculum. Campus Administration: budgeted expenditures for the operation and management of a school. Other Campus Costs: budgeted expenditures for pupil transportation, food services, and co-curricular activities, and expenditures for the development of personnel and curriculum. The information in the campus group, district, and state columns show the average costs of these expenditures for the schools in the group, for the schools in the district, and for all schools in the state. Other costs not found in the schools - such as central office administrative expenditures - are not included. See Appendix B. (Source: PEIMS, Oct. 1993)
Paired Schools - Schools that had attendance or dropout data but did not have TAAS results (e.g. 9th grade centers, K-2 schools, etc.), were paired with schools with which they had a "feeder" relationship to determine accountability ratings. For example, Johnson Primary, a K-2 school feeds its students into Wilson Elementary, a 3 - 5 elementary school, so the district paired these two schools for accountability purposes.
Per Pupil Expenditures and Per Pupil Operating Expenditures - Budgeted expen-ditures for groups of functions divided by the total number of students in the district or school. On the district report, per-pupil expenditures are shown for total expenditures and for various groupings of operating and non-operating categories. See Expenditures by Function for definitions of each functional group. Because only operating expenditures are budgeted at the campus level, per-pupil amounts for various categories of operating expenditures are shown. See Operating Expenditures by Function for definitions of each functional group. In the per-pupil tables on both the district and campus reports, instructional administration has been combined with the instruction category in order to comply with legislative mandates that instructional costs per pupil and administrative costs per pupil be reported. See Appendix B. (Source: PEIMS, Oct. 1993)
Professional Staff - This is a full-time equivalent (FTE) count of teachers, professional support staff, and campus administrators. (On the District Profile this count also includes central administrators.) Staff are grouped according to the PEIMS roles reported for them. Each type of professional staff is shown as a percentage of the total staff FTE (professional and paraprofessional). See Appendix A. (Source: PEIMS, Oct. 1993)
Retention Rate - The retention rate, which is reported in the profile section, shows the percent of students who did not advance a grade at the end of the 1992-93 school year in grades K through 8, either because they were retained or because they were promoted from a transitional program to a regular setting in the same grade. The rate does not include students reported with a "pending" year-end status. It is calculated as follows:
number of students retained in a grade
(divided by)
number of students reported with a year-end
status
Note that special education retention rates are calculated separately from the rates of non-special education students because local retention practices appear to differ greatly between these two populations of students. Retention rates reported on the 1992-93 AEIS reports showed retention rates that included both special education and non-special education students. (Source: PEIMS, June 1993)
Revenues by Source - (from District Profile Section) Budgeted revenues for groups of object categories are expressed as a percent of total revenue. Local Tax - district income from ad valorem property taxes. Other Local and Intermediate - payments for services to other districts, tuition and fees from students, transfers from within the state, revenue from co-curricular and enterprising activities, all other local sources, transfers from intermediate sources (county), and transfers from outside the state. State - per capita and foundation program entitlements, revenue from other state-funded programs, and revenue from other state agencies. Federal - revenue received directly from the federal government and distributed by TEA for career and technology education, programs for educationally disadvantaged children (Education Consolidation and Improvement Act and Elementary and Secondary Education Act), food service programs, and other federal programs. See Appendix B. (Source: PEIMS, Oct. 1993 )
School Type - For purposes of demographic grouping, schools are divided into four classifications based on lowest and highest grades offered at the school: Elementary, Middle, Secondary, and both Elementary/Secondary (K-12).
Special Education - This refers to those students who are served through a special education program. Performance of special education students on TAAS and on the TAAS/TASP equivalency is reported separately and not included in the calculation of campus-level values. Information on the performance of special education students on college admissions tests is not available. For all other indicators where special education information is available, values for these students are included in the calculation of campus-level values. Note that in the profile section of the report, the campus-level values for graduates and retention rates do not include special education students. (Source: PEIMS, Oct. 1993, Oct. 1992, and TEA Division of Student Assessment)
Standardized Local Tax Base (Comptroller Valuation) - (from District Profile Section) This shows the district's total taxable property value as certified by the Comptroller's Property Tax Division (Comptroller Valuation). Value per Pupil - total taxable property value divided by the total number of students. This per pupil figure is often referred to as "wealth." Percent Value by Category - shows aggregates of individual property tax categories expressed as a percent of the total market, or taxable, value of all property. NOTE: Values shown are final for tax year 1993. (Source: Texas Comptroller of Public Accounts, June 1993)
Standardized Tax Rates (Comptroller Valuation) - (from District Profile Section) Sometimes property values are not judged equally across appraisal districts. For this reason the Comptroller conducts a study each year which re-evaluates the property values within school districts. Standardized, or equalized, tax rates are the result of dividing the taxes collected by districts by the Comptroller's re-evaluated values. Standardized rates are more comparable across districts than the locally adopted rates because the standardized rates are based on equalized property values. The total standardized rate is the sum of the school district maintenance and operation rate (M&O) and debt service (Interest & Sinking fund) rates. Rates are expressed per $100 of taxable value. (Source: Texas Comptroller of Public Accounts, June 1993.)
Student Enrollment by Program - Students are identified as served through the special, career and technology, bilingual/ESL, or gifted and talented education programs. The percentages may reflect duplicate counts, as a student may be enrolled in more than one program. (Source: PEIMS, Oct. 1993)
Student/Teacher Ratio - This reflects the total number of students divided by the total teacher FTE count. (Source: PEIMS, Oct. 1993)
Students by Grade - Percentages are calculated by dividing the number of students in each grade by the total number of students.
Supplemental Acknowledgment - This refers to the campus or district's performance on the supplemental indicator for the 1994 accountability system. For this year, performance on the College Admissions Test was the supplemental indicator. High schools and districts were eligible for a Recognized or Exemplary rating for high performance on the supplemental indicator. For a more detailed explanation of how the supplemental acknowledgment was assigned, see the 1994-95 Accountability Manual. A copy of the manual was provided to each superintendent and principal in April 1994.
TAAS (Texas Assessment of Academic Skills) - This criterion-referenced test measures student achievement in reading and mathematics at grades 3 through 8 and 10, and writing at grades 4, 8, and 10. (Only grades 4, 8, and 10 were tested in 1993.) The tests are given in the spring of each year. This year's report calculates passing rates in two ways:
· By Grade - As in previous AEIS reports, this report shows TAAS passing rates by grade for each subject area and for all tests taken. Two years of information are available - for tests administered in the spring of 1994 and the spring of 1993. For example, the passing rate for reading in an elementary school is calculated separately for each grade that took the test. If the grade span is K-5, passing rates for reading are listed separately for grades 3, 4, and 5.
· Summed Across All Grades - The 1994 accountability system used TAAS pass rates summed across all grades tested. For example, the passing rate for reading in an elementary school with a grade span of K-5 is calculated as follows:
number of students who passed the
reading test in grades
3, 4, & 5
(divided by)
number of students who took the reading test in grades 3, 4,
& 5
Note that results for special education students are listed separately and are not included in the results shown for the campus (or district) and the individual student groups. See the 1994-95 Accountability Manual. A copy of the manual was provided to each superintendent and principal in April 1994. (Source: TEA Division of Student Assessment)
TAAS Passing Standard - The standard for passing (or meeting minimum expectations on) the exit-level TAAS test is equivalent to correctly answering 70% of the items based on the October 1990 exit-level test. In the spring of 1994, the passing standards in reading and mathematics at grades 3 - 8 were aligned with the exit-level standard in order to measure student achievement across time. Students in grades 3 - 8 & 10 achieving a Texas Learning Index (TLI) score of 70 or higher meet minimum expectations in reading and mathematics. On the writing test, students must achieve a scale score of 1500 or higher to meet minimum expectations. (Note that the spring 1993 reading and mathematics results at grades 4 and 8 are based on 1994 standards.) (Source: TEA Division of Student Assessment)
TAAS/TASP Equivalency - This indicator shows the percent of graduates from the class of 1992 and 1993 who did well enough on the exit-level TAAS to be expected to pass the Texas Academic Skills Program (TASP) test. To be counted for this indicator a student must have received a TAAS score equivalent to the TASP passing standard; that is, they must have correctly answered at least 77% of the items on the reading test, and at least 70% of the items on the mathematics test and for the writing test, a combined rating of 5 or higher on the written composition or a combined rating of 4 with a scale score of 1560 or higher. Equivalency rates are shown for the class of 1993 (students first took the TAAS test in the fall of 1991) and the class of 1992 (students first took the TAAS test in the fall of 1990). See TAAS and TASP. (Source: TEA Division of Student Assessment)
TASP - The Texas Academic Skills Program test is a basic skills test measuring reading, writing, and mathematics skills. It is required of all persons entering Texas public institutions of higher education for the first time.
Teachers by Ethnicity and Sex - These are counts of teacher FTEs by the major ethnic groups and by sex. Counts are also expressed as a percent of the total teacher FTE. (Source: PEIMS, Oct. 1993)
Teachers by Highest Degree Held - (from District Profile Section) This shows the distribution of degrees attained by teachers in the district. The FTE counts of teachers with no degree, bachelor's, master's, and doctorate degrees are expressed as a percent of the total teacher FTEs. (Source: PEIMS, Oct. 1993)
Teachers by Program (Population Served) - Teacher FTE counts are categorized by the type of student populations served. Regular, special, compensatory, career and technology, bilingual/ESL, gifted and talented, and miscellaneous other populations served are shown. Teacher FTE values are allocated across population types for teachers who serve multiple population types. Percentages are expressed as a percent of total teacher FTEs. (Source: PEIMS, Oct. 1993)
Teachers by Years of Experience - This is the FTE count of teachers with years of professional experience that fall into the ranges shown. Experience in these categories is the total years of experience for the individual, not years of experience in the reporting district or campus. Teacher counts within each span of years of experience are expressed as a percent of total teacher FTEs. A beginning teacher is a teacher reported with zero years of experience. (Source: PEIMS, Oct. 1993)
Teaching Permits by Type - (from District Profile Section) This indicates the number of teaching permits issued. Teachers may be issued more than one permit; for that reason only counts are shown, not percentages. Permits are grouped as temporary classroom assignment, emergency teaching, nonrenewable, special assignment, and career and technology. (Source: PEIMS, Oct. 1993)
Total Adopted Tax Rate (1993) - (from District Profile Section) This is the locally adopted total tax rate set by the school district to be in effect for the 1993 calendar year. Money raised from the assessment of this tax rate will not affect school district finances until the 1994-95 school year. Taxes based on this rate were to be paid by taxpayers in early 1994. (Source: Texas Comptroller of Public Accounts, June 1993)
Total Students - This is the total number of students who were reported in membership on October 29, 1993 at any grade, from early childhood education through grade 12 on public school campuses. (Source: PEIMS, Oct. 1993)
Total Minority Staff - Minority staff is measured as the sum of all non-white staff groups (African American, Hispanic, Asian, Pacific Islander, and Native American). The FTE count is expressed as a percent of the total staff FTE. Total staff includes teachers, professional support, administrators, educational aides, and on the district report, auxiliary staff as well.
Total Revenues - (from District Profile Section) This includes the total for all revenues budgeted in the General Fund, the Special Revenue Fund (excluding Adult Basic Education), and the Debt Service Fund. Total Revenues per Pupil is total revenue divided by the total number of students. (Source: PEIMS, Oct. 1993)
Turnover Rate for Teachers - (from District Profile Section) This shows the total FTE count of teachers not employed in the district in the fall of 1993-94 who were employed in the district in the fall of 1992-93, divided by the total teacher FTE count for the fall of 1992-93. Social security numbers of reported teachers were compared from the two semesters to develop this information. (Source: PEIMS, Oct. 1993, and Oct. 1992)
TSSAS (Texas Successful Schools Award System) - TSSAS was created by the Texas Legislature to recognize and reward schools that exhibit high performance or the greatest progress in achieving state educational goals. For 1994, the awards were tied to the state's accountability system for public schools. Thus, schools rated Exemplary or Recognized automatically qualified for a TSSAS award. Schools rated Acceptable and showing significant gain in performance also qualified for an award. In all, almost a thousand schools shared the $5 million in awards.
English Language Arts
03221600 Humanities
03221200 Creative/Imaginative Writing
03240800 Debate III
A3220100 English Language and Composition
A3220200 English Literature and Composition
Social Studies
03360100 Advanced Social Science Problems
A3350100 Introductory Psychology
A3310100 Microeconomics
A3310200 Macroeconomics
A3330100 United States Government and Politics
A3330200 Comparative Government and Politics
A3340100 United States History
A3340200 European History
Science
03010300 Biology II2
03010400 Physiology and Anatomy
03020200 Chemistry II3
03030200 Physics II4
03970200 Aerospace Aviation Educ. II
A3010100 General Biology2
A3020100 General Chemistry3
A3030100 Physics B
A3030200 Physics C4
Music and Art
A3150200 Music Theory
A3500100 History of Art
A3500200 Studio Art - General Portfolio
A3500300 Studio Art - Drawing
Mathematics
03100800 Trigonometry
03100900 Elementary Analysis
03101000 Analytic Geometry
03101100 Pre-Calculus
03101200 Calculus1
03101700 Advanced Mathematics for Business
03101600 Probability and Statistics
03101800 Number Theory
03101900 Linear Algebra
03102000 Linear Programming
A3100100 Calculus AB or BC1
Advanced Languages (Modern or Classical)
03110400, 500, 600 Arabic
03490400, 500, 600 Chinese
03460400, 500, 600 Czech
03410400, 500, 600, 700 French5
03420400, 500, 600, 700 German6
03480400, 500, 600 Hebrew
03400400, 500, 600 Italian
03120400, 500, 600 Japanese
03430300, 400, 500, 600 Latin7
03470400, 500, 600 Portuguese
03450400, 500, 600 Russian
03440400, 500, 600, 700 Spanish8
03996000, 100, 200 Other Advanced Foreign Languages
A3410100 French Language5
A3410200 French Literature5
A3420100 German Language6
A3430100 Latin (Virgil)7
A3430200 Latin (Catullus-Horace)7
A3440100 Spanish Language8
A3440200 Spanish Literature8
Courses with superscripted numbers can have the same content.
An "A" prefix denotes College Board
Advanced Placement courses.
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