for the
Accountability Rating - This refers to the campus rating based on the 1995 accountability system. The four levels of accountability ratings for campuses are:
· Exemplary - Campuses receiving this rating and showing sustained performance automatically qualify for a TSSAS (Texas Successful Schools Award System) award.
· Recognized - Campuses receiving this rating automatically qualify for a TSSAS award.
· Acceptable - Campuses receiving this rating may be eligible for a TSSAS award if they meet criteria for significant gain as compared to similar campuses.
· Low-Performing - Campuses receiving this rating do not qualify for a TSSAS award and may be subject to sanctions under state statute.
A campus's rating is based on performance on the TAAS, the dropout rate, and the attendance rate.
Some campuses are shown as Pending or Not Rated. Campuses with a rating of Pending operate as alternative education programs and will be evaluated under an alternative education accountability system. 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 as well as schools that serve only students in special education. Pending and Not Rated schools are ineligible for TSSAS awards.
For a more detailed explanation of the accountability system, see the 1995 Accountability Manual. A copy of the manual was provided to each superintendent and principal in March 1995. For a detailed explanation of the accountability system which will be used for alternative education schools, see the Alternative Accountability System Manual.
Accreditation Status - This refers to the district accreditation status based on the 1995 accountability system. It parallels the campus accountability ratings described above. The accountability system applies one of four accreditation status levels to districts:
· Exemplary
· Recognized
· Accredited
· Accredited, Warned
A district's accreditation status is based on performance on the TAAS, the dropout rate, and the attendance rate.
For a more detailed explanation of the accountability system, see the 1995 Accountability Manual. A copy of the manual was provided to each superintendent and principal in March 1995.
Additional Acknowledgment - This refers to the campus or district's performance on the additional indicator for the 1995 accountability system. For this year, performance on the College Admissions Test was the additional indicator. High schools and districts were eligible for a Recognized or Exemplary rating for high performance on the additional indicator. Note that the additional indicator was known as the "supplemental" indicator in 1994. For a more detailed explanation of how the additional acknowledgment was assigned, see the 1995 Accountability Manual. A copy of the manual was provided to each superintendent and principal in March 1995.
Advanced Courses - This indicator is based on completion of (and having received credit for) at least one advanced course in grades 9-12. The course list (shown in Appendix C) includes all advanced course as well as all AP (Advanced Placement) courses except for two, computer science A and AB. Course completion information is reported to PEIMS (the Public Education Information Management System) at the end of the school year. The values are calculated as follows:
number of students who completed at least one advanced academic
course in 1993-94
(divided by)
number of students who completed at least one course in 1993-94
Advanced Course completion rates are shown for 1992-93 as well as for 1993-94.
Note that completion rates for special education students are included in the results shown for the campus (or district) and the individual student groups. See Appendix C: List of Advanced Courses. (Source: PEIMS, June 1994 and June 1993)
Attendance - Attendance rates reported in AEIS are based on student attendance for the entire school year. Attendance is calculated as follows:
total number of days students were present in 1993-94
(divided by)
total number of
days students were in membership in 1993-94
Attendance rates are shown for 1992-93 as well as for 1993-94.
Note that only students in grades 1 through 12 are included in the calculations. (Source: PEIMS, June 1994, 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. 1994)
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. 1994)
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. 1994)
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. 1994)
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. 1994)
Campus (Comparison) 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. See Economically Disadvantaged, Minority Students, District Wealth, Limited English Proficient, and Mobility.
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. 1994)
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 1994 and the class of 1993. (Source: Educational Testing Service (SAT), American College Testing Program (ACT), and PEIMS, Oct. 1994 and Oct. 1993)
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. 1994)
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 1994.
The categories are:
1) under $72,126
2) $72,126 - $85,952
3) $85,953 - $102,078
4) $102,079 - $117,490
5) $117,491 - $134,665
6) $134,666 - $155,716
7) $155,717 - $188,205
8) $188,206 - $247,379
9) $247,380 - $373,949
10) over $373,949
(Source: Texas Comptroller of Public Accounts, Property Tax Division and PEIMS, Oct. 1994 for number of students)
Dropout - A dropout is 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 transferred or assigned to another public institution (such as prison) or state-approved educational program
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 calculated as follows:
number of students who dropped out during the school year
(divided by)
number of students who
were in membership at any time during the school
year
Dropout rates are shown for 1992-93 as well as for 1993-94.
Note that a cumulative count of students is used in the denominator as well as in the numerator. This method for calculating the dropout rate neutralizes the effects of mobility by including in the denominator every student who enrolled at the school throughout the school year. See Dropouts and Dropout Recovery Process. (Source: PEIMS, Oct. 1994, June 1994, Oct. 1993, and June 1993)
Dropout Recovery Process - In the fall of each year, districts report students who 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. 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 appeared on the General Educational Development (GED) information file (in March of the reporting year) as having received a GED certificate;
· they were found to have graduated from a public school somewhere in the state;
· 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;
· they were found to have been in continuous attendance in another public school in the state;
· they were reported enrolled in another public school AND were in attendance during the last six weeks of the prior year; or
· they were expelled for criminal behavior.
(Source: PEIMS, Oct. 1994, June 1994, Oct. 1993, June 1993, Oct. 1992, Oct. 1991, 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:
number of students
eligible for free or reduced-price lunch
or other public assistance
(divided by)
number of students
For campus demographic groups, percent economically disadvantaged students is weighted 35% in the group index. See Campus Group. (Source: PEIMS, Oct. 1994, Oct. 1993, and TEA Division of Student Assessment)
Educational Aides - Educational aides are staff who are reported with a role of 033 or 035. Educa-tional 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. 1994)
End-of-Course Examination - Students completing a Biology I course must now take the Biology I End-of-Course Exam. The AEIS shows the percent of students who took the test in either December or May of the 1994-95 school year (summer school test takers are not included). For example, for the 9th grade, percent taking would be calculated as follows:
number of students who took the
Biology I End-of-Course
Exam in grade 9
(divided by)
number of students enrolled in grade 9
Eventually End-of-Course Examination results will also be reported for Algebra I, English II, and United States History. (Source: TEA Division of Student Assessment, PEIMS, Oct. 1994)
Enrollment - See Total Students.
Ethnic Distribution - Students are reported as White, African American, Hispanic, Asian/Pacific Islander, and 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. Note that this is the first year that the ethnic group "Other" is reported separately as two groups, Asian/Pacific Islander and Native American. See Campus Group. (Source: PEIMS, Oct. 1994, Oct. 1993, 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. 1994)
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. 1994)
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. 1994)
FTE - Full-Time Equivalent.
Fund Balance Information - (from District Profile Section) For each district the amount of unencumbered surplus fund balance that existed at the end of the 1993-94 school year is reported. The percent of the total budgeted expenditures (for the general fund) for the current year (1994-95) is also shown. (Source: Financial Audit Report, December 1994)
Graduates (Class of 1994) - This is the total number of graduates for the 1993-94 school year (including summer graduates) reported in October 1994. The value includes 12th graders who graduated as well as graduates from other grades. Special education graduates are included in the totals and also reported separately; counts of graduates receiving advanced seals are also shown. (Source: PEIMS, Oct. 1994)
Group Index - The group index used in the campus comparison 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, 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. See Campus Group. (Source: PEIMS, Oct. 1994)
Minority Students - 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. 1994 and Oct. 1993)
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)
number of students who were in membership at any time during the school
year
For campus grouping purposes percent mobility is weighted 12% in the group index. See Campus Group. (Source: PEIMS, June 1994)
n/a - This indicates data that are not available or are not applicable.
n/i - This indicates data that are not included in the report for the year shown.
Number of Teachers per Student - This shows the total number of students divided by the total teacher FTE count. (Source: PEIMS, Oct. 1994)
Paired Schools - Schools that reported enrollment but did not have grades in which the TAAS test is given (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 9th Grade Center feeds its students into Wilson High School, a 10th-12th grade high school, so the district paired these two schools for accountability purposes. The accountability ratings for these two schools were determined as follows: Johnson's attendance rate and dropout rate were used along with Wilson's TAAS pass rates to determine Johnson's rating. Wilson High School, on the other hand, used its own attendance rate, dropout rate, and TAAS pass rates to determine its rating. For this reason, two schools that are paired could (in some cases) receive different ratings.
Per Pupil 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 Total Campus Budget 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. Please note that when comparing averages for school-level expenditures, the state and district averages include all types of schools. For this reason, (for example) comparing one high school's per pupil expenditures to the state average for per pupil expenditures may be misleading. The state average shows the average per pupil expenditure of all schools in the state, including elementary and middle schools, which typically have lower per pupil expenditures than high schools. See Appendix B. (Source: PEIMS, Oct. 1994)
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. 1994)
Retention Rates by Grade - 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 1993-94 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 in a grade
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. (Source: PEIMS, June 1994)
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. 1994 )
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, the End-of-Course Exams, and the TAAS/TASP equivalency is reported separately and not included in the calculation of campus or district-level values. This is true as well for the Advanced Course Completion indicator. 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, retention rates do not include special education students. (Source: PEIMS, Oct. 1994, Oct. 1993, 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 1994. (Source: Texas Comptroller of Public Accounts, June 1994)
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 1994.)
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. 1994)
Students by Grade - Percentages are calculated by dividing the number of students in each grade by the total number of students.
TAAS (Texas Assessment of Academic Skills) - This criterion-referenced test measures student achievement in reading and mathematics at grades 3 through 8 and 10, writing at grades 4, 8, and 10, and science and social studies in grade 8. 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. The number of tests given varies by grade: grades 3, 5, 6, and 7 have two possible tests (reading and math); grades 4 and 10 have three possible tests (reading, math, and writing); and grade 8 has five possible tests (reading, math, writing, science, and social studies). This also means that the number of tests included in "All Tests Taken" varies by grade. Two years of information are shown - for tests administered in the spring of 1995 and the spring of 1994. Note that "All Tests Taken" for the 8th grade will include the five tests for spring 1995, but only reading, math, and writing for spring 1994.
· Summed Across All Grades - The accountability system uses TAAS pass rates summed across all grades tested at a particular school. 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
Although "All Tests Taken" is not used in the accountability system, it is shown on the AEIS report. When summing across all grades for "All Tests Taken," science and social studies are not included.
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 March 1995. (Source: TEA Division of Student Assessment)
TAAS Campus Comparison Group - This is a new item for this year, provided in response to numerous requests. The list shows TAAS pass rates for schools in the Campus Comparison Group. A school interested in how demographically similar schools performed on the TAAS can use this list for a quick overview. Once they identify some schools they would like to know more about, they can obtain complete copies of their AEIS reports or call the schools directly.
TAAS Exemptions - This is the percent of students exempted from taking the TAAS reading, writing, or math tests, shown according to exemption category. A student may be exempted from the test if he or she (1) has received a special education exemption as determined by an admission, review, and dismissal committee and specified in the student's individual education plan; or (2) has received a limited English proficiency exemption, as determined by a language proficiency assessment committee and documented in the student's permanent record file. The limited English proficiency exemption is not an option for exit-level students.
For example, the percent exempted from taking TAAS reading due to a special education exemption would be calculated as follows:
number
of students exempted from the TAAS reading test because
of Special Education
(divided by)
total number of
students in membership in the grades given the TAAS reading
test
(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. (Source: TEA Division of Student Assessment)
TAAS/TASP Equivalency - This indicator shows the percent of graduates from the class of 1993 and 1994 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 1994 (students first took the TAAS test in the fall of 1992) and the class of 1993 (students first took the TAAS test in the fall of 1991). 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. 1994)
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. 1994)
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. 1994)
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. 1994)
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. 1994)
Total Adopted Tax Rate (1994) - (from District Profile Section) This is the locally adopted total tax rate set by the school district to be in effect for the 1994 calendar year. Taxes based on this rate were to be paid by taxpayers in early 1995. (Source: Texas Comptroller of Public Accounts, June 1995)
Total Campus Budget 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 total and 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. 1994)
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. (Source: PEIMS, Oct. 1994)
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. 1994)
Total Students - This is the total number of students who were reported in membership on October 28, 1994 at any grade, from early childhood education through grade 12 on public school campuses. (Source: PEIMS, Oct. 1994)
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. The awards are tied to the state's accountability system for public schools. Schools rated Recognized automatically qualify for a TSSAS award. Schools rated Exemplary and showing sustained performance also qualify. Schools rated Acceptable and meeting criteria for significant gain in performance also qualify for an award. Schools that were originally rated Low-Performing do not qualify for an award. In all, over 1,500 schools shared the $5 million in awards for 1995. For more information on TSSAS, contact the Division of Accountability Development, Training, and Support at (512) 463-9716.
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 1994-95 who were employed in the district in
the fall of 1993-94,
divided by the total teacher FTE count for the fall
of 1993-94. Social security numbers of reported teachers were
compared from
the two semesters to develop this information. (Source: PEIMS, Oct. 1994,
and Oct. 1993)
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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