Accountability/AccreditationRating:This refers to the 1997 district and campus ratings assigned by the 1997 accountability system. Districts and campuses are evaluated on performance on the TAAS, the dropout rate, and the attendance rate. Districts receive an accreditation status and campuses receive a rating. The four levels of accreditation status and ratings are:
· Exemplary (district and campus);
· Recognized (district and campus);
· Academically Acceptable (district) / Acceptable (campus); and
· Academically Unacceptable (district) / Low-Performing (campus).
Campuses may also be designated as Alternative Education or Not Rated. Those with a rating of Alternative Education operate alternative education programs and have been rated as either AE: Acceptable or AE: Needs Peer Review. 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.
Districts may also be rated Unacceptable: SAI. This indicates that the district is undergoing a Special Accreditation Investigation as mandated in Chapter 39 of the Texas Education Code.
For a more detailed explanation of the accountability system, see the 1997 Accountability Manual. A copy of the manual was provided to each superintendent and principal in April 1997. It is also available on TEA's website at http://www.tea.state.tx.us. For a detailed explanation of the accountability system used for alternative education schools, see the Alternative Accountability System Manual, available from the TEA Office of Accountability and School Accreditation (512)463-9716.
Accountability Subset:SeeTAAS.
Additional Acknowledgment: This refers to the school or district's performance on the additional indicators in the accountability system. For 1997, the accountability system includes performance on the TAAS/TASP equivalency, along with performance on college admissions tests. Schools and districts may receive a rating of Acknowledged on one or both of these indicators; Does Not Qualify indicates that they did not meet the standard for the indicator(s); Not Eligible indicates that the school or district was not qualified due to Low-Performing or Unacceptable status; Not Applicable indicates that the school or district did not have the grade span necessary for the indicator. Alternative education schools are not rated for additional acknowledgment.
The standards for achieving acknowledgment have changed considerably. Please refer to the 1997 Accountability Manual for more information. A copy of the manual was provided to each superintendent and principal in April 1997.
Advanced Courses: This indicator is based on a count of the number of students who complete and receive credit for at least one advanced academic course in grades 912. Appendix C lists all the advanced courses (including all the Advanced Placement (AP) courses). This year, all level IV Fine Arts courses have been added to the list. Course completion information is reported to the Public Education Information Management System (PEIMS) at the end of the school year. The values, expressed as a percent, are calculated as follows:
number of students who completed at least one advanced academic course in 199596
(divided by)
number of students who completed at least one course in 199596
Advanced course completion rates are shown for 199495 and 199596. Note that counts of special education students are excluded from the results shown for the campus or district, and the individual student groups. See Appendix C: List of Advanced Courses. (Source: PEIMS, June 1996, June 1995)
Advanced Placement Exams (from District Performance Section): This refers to the results of the College Board Advanced Placement (AP) examinations taken by Texas public school students in a given school year. High school students may take these examinations, ideally upon completion of AP courses, and may receive advanced placement or credit, or both, upon entering college. Generally, colleges will award credit or advanced placement for scores of 3, 4, or 5 on AP examinations.
Three values were calculated for this indicator:
(1) The percent of students in grades 11 and 12 taking at least one AP exam:
number of 11th and 12th grade students taking at least one AP exam
(divided by)
number of 11th and 12th grade students
(2) The percent of AP scores of 3, 4, or 5:
number of grade 11 and 12 AP exam scores of 3, 4, or 5
(divided by)
number of grade 11 and 12 AP exam scores
(3) The percent of examinees with at least one AP score of 3, 4, or 5:
number of grade 11 and 12 AP examinees with at least one score of 3, 4, or 5
(divided by)
number of grade 11 and 12 AP examinees
Note that "number of 11th and 12th graders" in the denominator of equation (1) does not include 11th and 12th grade students served in special education; however, all students who took at least one AP exam are included in the numerator.
This indicator is provided on district reports only. For purposes of year-to-year comparison, information is provided for students taking AP examinations in the 199596 and 199697 school years. (Sources: Educational Testing Service, a College Board contractor; and PEIMS, Oct. 1996, Oct. 1995)
AP/IB Exams: See International Baccalaureate.
Attendance Rate: 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 199596
(divided by)
total number of days students were in membership in 199596
Attendance rates are shown for 199495 and 199596. Only students in grades 112 are included in the calculations. (Source: PEIMS, June 1996, June 1995)
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. 1996)
Average Actual Salaries(excluding supplements): 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 base pay for regular duties only and does not include supplements. (Source: PEIMS, Oct. 1996)
Average Teacher Salary by Years of Experience(excluding supplements):Total base pay for teachers within each experience group is divided by the total teacher FTE for the group. The total actual salary amount is base pay for regular duties only and does not include supplements. (Source: PEIMS, Oct. 1996)
Average Years Experience of Teachers:Weighted averages are obtained by multiplying each teacher's FTE count by years of experience. These amounts are summed for all teachers and divided by the total teacher count, resulting in the averages shown. 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 number of years employed in the reporting district. (Source: PEIMS, Oct. 1996)
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 budgeted. Values shown are the percent of total instructional operating expenditures. Instructional operating expenditures include those activities which deal directly with the instruction of pupils (Functions 11, 95). Instructional Leadership expenditures (function 21) are not included. See Appendix B. (Source: PEIMS, Oct. 1996)
Campus Group:Each school has a unique comparison group of 40 schools that closely match the target school demographically. Six demographic variables are used:
· the percent of African American students enrolled for 199697;
· the percent of Hispanic students enrolled for 199697;
· the percent of White students enrolled for 199697;
· the percent of economically disadvantaged students enrolled for 199697;
· the percent of limited English proficient (LEP) students enrolled for 199697; and
· the percent of mobile students as determined from 199596 cumulative attendance.
Schools are first grouped by type (elementary, middle, high school, or K12). Then the group membership is determined on the basis of the most predominant features at the target school. For example, imagine a school that has 0% African American, 70% Hispanic, 30% White, 100% economically disadvantaged, 50% limited English proficient, and 20% mobile students. Of these characteristics, the most predominant (i.e., the largest) is the percent of economically disadvantaged students. Next is the percent of Hispanic students, then the percent of LEP students, then the percent of White students, then mobile students, and finally, the percent of African American students. The final group of 40 campuses is identified by starting with 100 schools and eliminating the 60 schools least like the target school, starting with the most predominant characteristic and working down to the least predominant characteristic.
In the performance section of the AEIS report, the value given in the Campus Group column is the median. (The median is defined as that point in the distribution of values, above and below which one-half of the values fall.) However, on the profile section of the report, the value given in the Campus Group column is the mean, or average value. If a report contains question marks (?) in the Campus Group column, this means there were too few schools in the comparison group (specifically, fewer than 25 schools) to have confidence in the median values. Such small numbers are considered too unstable to provide an adequate comparison group value.
For a more detailed explanation of Campus Groups, see the 1997 Accountability Manual. A copy of the manual was provided to each superintendent and principal in April 1997. See Economically Disadvantaged, Ethnic Distribution, Limited English Proficient, and Mobility.(Source: PEIMS, Oct. 1996, Oct. 1995, June 1996 and June 1995)
Class Size Average by Subject Area (from District Profile Section): This value shows the average class size for elementary and selected secondary classes. Class size averages are 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 averages. The method for calculating the number of classes differs depending on whether the class is elementary or secondary due to different reporting practices. For secondary classes, each unique combination of teacher and class time is counted as a class. For elementary classes, the teacher's FTE value is considered when counting classes. Class sizes for sixth grade elementary courses that are departmentalized are calculated using the methodology applied to secondary classes. (Source: PEIMS, Oct. 1996)
College Admissions Tests: These include the College Board's SAT I and ACT Inc.'s (Enhanced) ACT Assessment. Both testing companies provide the agency with testing information each fall on test participation and performance of the most recent graduating class at all Texas public schools. Only one record is sent per student. If the student took a test more than once, the agency receives the record for the most recent test taken.
For this year's AEIS, two changes were made to the calculations used in equation (1) below. First, the methodology was changed to show the percent of examinees, rather than the percent of graduates. The change makes this indicator more consistent with other AEIS indicators. Secondly, the indicator now reflects changes made by the College Board to the SAT. Starting with the class of 1996, the College Board now reports results on a "recentered" scale. This means that the criterion score equivalent to 24 on the ACT is now 1110 on the SAT. In 1994-95, the College Board also revised and renamed the test the "SAT I."
Three values are calculated for this indicator:
(1) The percent of examinees who scored at or above the criterion score on either test (1110 on the SAT I, or 24 on the ACT):
number of examinees who scored at or above criterion
(divided by)
number of examinees
(2) The percent of graduates who took either college admissions test:
number of graduates who either took the SAT I or the ACT
(divided by)
number of graduates
(3) The average score for each (SAT I total and ACT composite), calculated as follows:
total score for all students who took the SAT I
(divided by)
number of students who took the SAT I
and
total score for all students who took the ACT
(divided by)
number of students who took the ACT
Because of the changes mentioned above, the reports show SAT I results for the class of 1996 only. Note that "graduates" in the denominator of equation (2) does not include special education graduates; however, special education graduates who took either the SAT I or ACT are included in the numerator. (Source: Educational Testing Service (SAT I); American College Testing Program (ACT); and PEIMS, Oct. 1996, Oct. 1995)
Cooperative Information (from District Profile Section): Effective with the 1996-97 school year, this category name changed to Shared Services Arrangements (SSA). See Exclusions and Total Exclusions.
Criterion Score: This refers to the college admissions tests. The criterion score values are 24 on the ACT (composite) or 1110 on the SAT I (total). See College Admissions Tests.
Dropout:A student is identified as a dropout if the individual is absent without an approved excuse or documented transfer and does not return to school by the fall of the following year, or if he or she completes the school year but fails to re-enroll the following school year.
Students in the following categories are identified as dropouts:
· students who drop out as defined above;
· students who enter the military before graduation;
· students from special education, ungraded, or alternative education programs who leave school;
· students who leave school and enter a program not qualifying as an elementary/secondary school (e.g., cosmetology school); and
· students enrolled as migrants and whose whereabouts are unknown.
Students in the following categories are not included in the dropout count, though some of the categories are reported on the PEIMS dropout submission:
· students who die;
· students who drop out as defined above, before the seventh grade;
· students who are out of school for temporary periods with an approved excuse;
· students showing regular attendance at a state-approved alternative program;
· students enrolled as migrants who have a subsequent school enrollment record;
· students known to have transferred to another public school, adult or alternative education program, or home schooling;
· students who move to another grade level;
· students who enroll in college early;
· students transferred or assigned to another public institution or state-approved educational program; and
· foreign students who return to their home country.
(Source: TEA, 199596 Texas Public School Dropout Report. This report is available on the TEA website at http://www.tea.state.tx.us)
Dropout Rate: The dropout rate is the number of dropouts summed across all grades, 712, divided by the number of students summed across all grades 712. 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
Annual dropout rates are shown for 199495 and 199596.
Note that a cumulative count of students is used in the denominator as well as 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 Dropout and Dropout Recovery Process. (Source: PEIMS, Oct. 1996, June 1996, Oct. 1995, and June 1995)
Dropout Recovery Process: In the fall of each year, districts report students who dropped out the previous year or failed to re-enroll the following school year. This information is sent to TEA in Submission 1 of the annual PEIMS data collection. In March, after the data submission process is complete, several other statewide databases are searched to determine if any of the reported dropouts were erroneously reported. Students found through this process are considered "recovered" and removed from the district's and campus' list of dropouts if the reported dropouts:
· have remained enrolled in public school somewhere in the state, according to the school district attendance and enrollment information provided through PEIMS;
· have received a General Education Development (GED) certificate and appear on the GED information file at the time the recovery procedures are executed;
· graduated within the last year;
· are expelled for criminal behavior occurring on school property or at school-related functions and are incarcerated; or
· are identified as a dropout at any time back to the 199091 school year. A student will be counted only once as a dropout in his or her lifetime, even if the student drops out repeatedly in the future. First-time dropout identification applies to dropouts reported since the 199091 school year, the first year that student identification data were collected along with the dropout record.
· met all graduation requirements but did not pass the exit-level Texas Assessment of Academic Skills (TAAS) test; or
· have withdrawn to return to their home country.
For 199596 dropouts (reported in fall 1996), the dropout recovery process was expanded to include students who:
· were attending approved alternative programs; or
· withdrew to attend college.
(Source: PEIMS, Oct. 1996, June 1996, Oct. 1995, June 1995, Oct. 1994, and Oct. 1993; General Education Development Information File; and TEA, 199596 Texas Public School Dropout Report)
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)
total number of students
See Campus Group.(Source: PEIMS, Oct. 1996, Oct. 1995; 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 referred to as paraprofessional staff. FTE counts of educational aides are expressed as a percent of the total staff FTE. (Source: PEIMS, Oct. 1996)
End-of-Course Examination: Students completing a Biology I or Algebra I course must take an End-of-Course examination. The AEIS shows the percent of students who took the test in either December or May of the 199697 school year (summer school test takers are not included). For Biology I, the percent of students who took the test in grades 812 is reported. For Algebra I, the percent of students who took the test in grades 712 is reported. For example, the percent tested in Biology I is calculated as follows:
number of students in grades 812 who took the Biology I End-of-Course exam
(divided by)
number of students enrolled in grades 812
For purposes of comparison, the percent taking End-of-Course exams is also shown for the 1995-96 school year. (Source: TEA Division of Student Assessment; and PEIMS, Oct. 1996, and Oct. 1995)
Enrollment: See Total Students.
Ethnic Distribution: Students are reported as White, African American, Hispanic, Asian/Pacific Islander, and Native American. In the profile section, both counts and percentages of the total number of students are shown. See Campus Group. (Source: PEIMS, Oct. 1996, Oct. 1995; Educational Testing Service; American College Testing Program; and TEA Division of Student Assessment)
Exclusions: These are staff who serve public school students, but are not included in the FTE totals for any of the other staff statistics. There are two types of these entries: individuals participating in a shared services arrangement (previously termed "cooperative") and individuals on contract with the district to provide instructional services. Shared Services Arrangement (SSA) Staff (from District Profile Section) work in schools located in districts other than their employing district, or their payroll shows an organization code of "751" indicating they are employed by the fiscal agent of an SSA. Only the portion of a person's total FTE amount associated with the school in another district (or with the 751 organization code) is counted as SSA. SSA staff are grouped into three categories: Professional Staff (which includes teachers, administrators, and professional support), Educational Aides, and Auxiliary Staff. Note that SSA Auxiliary Staff are identified by the type of fund from which they are paid. Contracted Instructional Staff is a new entry resulting from additional information first collected in PEIMS in 1996-97. For example, a district that contracted with a company to provide advanced mathematics instruction in its gifted and talented program would report FTEs in this category. (Source: PEIMS, Oct. 1996)
FTE: Full-Time Equivalent.
Fund Balance Information (from District Profile Section): The amount of unencumbered surplus fund balance that existed at the end of the 199596 school year is reported for each district. The percent of the total budgeted expenditures (for the general fund) for the current year (199697) is also shown. (Source: Financial Audit Report, Dec. 1996)
Graduates (Class of 1996): This is the total number of graduates (including summer graduates) for the 199596 school year, reported in the fall of 1996. The value includes 12th graders who graduated as well as graduates from other grades. Special education graduates are included in the totals and reported as a separate group; counts of graduates receiving advanced seals are also shown. See Recommended High School Program. (Source: PEIMS, Oct. 1996)
Inclusive Subset: See TAAS.
International Baccalaureate (IB): This year, results for a combined AP (Advanced Placement) exam and IB indicator will be included in reports to the ten school districts with IB test takers. Schools must be specifically authorized by the IB organization to offer this program.
The IB program is a comprehensive two-year curriculum for students between the ages of 16 and 19. Students in schools with IB programs are encouraged to take one subject from each of six subject groups. Subject areas include Mathematics, Experimental Sciences, Arts and Electives, Language A1 (first language), Language A2 (second modern language), and Individuals and Societies. Students generally take IB examinations in May of their junior and senior years or during the last year two years of their IB programs. When colleges recognize IB examination scores, students typically are awarded credit or advanced placement, or both, upon entering college for scores of 4, 5, 6, or 7 on IB examinations.
Three values were calculated for this indicator:
(1) The percent of students in grades 11 and 12 taking at least one AP or IB exam:
number of 11th and 12th grade students taking at least one AP or IB exam
(divided by)
number of 11th and 12th grade students
(2) The percent of AP scores of 3, 4, or 5 and IB scores 4, 5, 6, or 7:
number of grade 11 & 12 AP exam scores of 3, 4, or 5 and IB scores of 4, 5, 6, or 7
(divided by)
number of grade 11 and 12 AP & IB exam scores
(3) The percent of examinees with at least one AP score of 3 or above or IB score of 4 or above:
number of grade 11 & 12 examinees with at least one AP score of 3 or above or IB score of 4 or above
(divided by)
number of grade 11 and 12 AP or IB examinees
Because the class of 1997 IB results were not available in time for the AEIS reports, results are shown for the class of 1996 and the class of 1995. Note that this is different from the results shown for the AP (only) indicator.
Only the ten school districts in the state that administered the International Baccalaureate tests in 1995 and 1996 will receive this section as part of their 1996-97 AEIS reports. In the future, a combined AP/IB indicator will appear on all AEIS reports. See Advanced Placement Exams. (Sources: Educational Testing Service, a College Board contractor; The International Baccalaureate Organization, and PEIMS, Oct. 1995, Oct. 1994)
Limited English Proficient (LEP): 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. 1996 and Oct. 1995)
Mobility (from Campus Profile Section): 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 (i.e., has missed six or more weeks at a particular school).
number of mobile students
(divided by)
number of students who were in membership at any time during the school year
See Campus Group. (Source: PEIMS, June 1996 and June 1995)
n/a: This indicates data that are not available or are not applicable.
Number of Students per Teacher: This shows the total number of students divided by the total teacher FTE count. (Source: PEIMS, Oct. 1996)
Paired Schools: Schools that reported enrollment but do not have grades in which the TAAS test is given (e.g. 9th grade centers, K2 schools, etc.) are paired with schools with which they have a "feeder" relationship to determine accountability ratings. For example, Travis 9th Grade Center feeds its students into Navarro High School, a 10th12th grade high school, so the district paired these two schools for accountability purposes. The accountability ratings for these two schools are determined as follows: Travis' attendance rate and dropout rate are used along with Navarro's TAAS pass rates to determine Travis' rating. Navarro 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 can receive different ratings.
Permits by Type (from District Profile Section): This indicates the number of permits issued by permit type. Individuals may be issued more than one permit; for that reason only counts are shown, not percentages. Permit types are emergency (for certified personnel), emergency (for uncertified personnel), nonrenewable, temporary classroom assignment, district teaching, and temporary exemption. (Source: PEIMS, Oct. 1996)
Per Pupil Expenditures: Budgeted expen-ditures for groups of functions divided by the total number of students in the district or school. Per pupil expenditures are shown for total expenditures and for various groupings of operating categories. See Total Operating Expenditures by Function for definitions of each functional group. See Total Campus Budget by Function for definitions of each functional group shown on the campus report. In the "per pupil" sections on both the district and campus reports, instructional leadership is 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. To illustrate, a high school's per pupil expenditures may not be comparable to the state average because the state value is 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. 1996)
Professional Staff: This is a full-time equivalent (FTE) count of teachers, professional support staff, campus administrators, and, on the district profile, central administrators. Staff are grouped according to the PEIMS roles reported. Each type of professional staff is shown as a percentage of the total staff FTE. See Appendix A. (Source: PEIMS, Oct. 1996)
Recommended High School Program: This indicator reports the percent of graduates who satisfied the course requirements for the Texas State Board of Education Recommended High School Program. It is calculated as follows:
number of graduates reported with a graduation code of "Recommended High School Program," or "Distinguished Achievement Program"
(divided by)
number of graduates
(Source: PEIMS, Oct. 1996, Oct. 1995)
Retention Rates by Grade: The retention rate, which is reported in the profile section, shows the percent of students in Texas public schools who enrolled the following year in the same grade as their grade in the last reported six-week period of the prior year. It is calculated as follows:
number of students not advanced to the next grade
(divided by)
number of students advanced to the next grade + number of students not advanced to the next grade
Note that special education retention rates are calculated and reported 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, Oct. 1996, June 1996)
Revenues by Source (from District Profile Section): Budgeted revenues for groups of object categories are expressed as a percent of total revenue. Beginning with 1996-97, amounts budgeted in certain fund categories which were previously collected by the TEA are no longer collected. These are the Special Revenue Funds (including Shared Services Arrangements) and the Capital Projects Funds. Therefore amounts budgeted by districts in these funds no longer appear on the AEIS reports. Note that this hampers comparison of the financial data reported on this AEIS report to prior year AEIS reports. Many of the Special Revenue Funds pertain to federal program revenues, so the federal revenue category may be more affected than other revenue categories. In short, the amounts appearing as revenue in any of the categories shown are the amounts that were budgeted by districts in the general fund (fund 199, including state food services), the National School Breakfast and Lunch Program (240,701), and the debt services funds (599). Local Tax (5710 & 5761, less function 91 & 96 expenditures): district income from local real and personal property taxes. Other Local and Intermediate (5720-5750,5769): payments for services to other districts, tuition and fees from students, transfers from within the state, revenue from cocurricular and enterprising activities, all other local sources, and revenues from intermediate sources (county). State (5800): per capita and foundation program entitlements, revenue from other state-funded programs, and revenue from other state agencies. State revenue also includes Teacher Retirement System benefits paid by the State of Texas on behalf of employees in the district. For both the revenue and expenditures sections of the AEIS report, a footnote indicates the amount budgeted by each district for this particular object code. This footnote does not apply to Charter Schools. Federal (5900): revenue received by the district directly from the federal government or distributed by the TEA or other state entities for programs such as 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. 1996)
School Type: For purposes of demographic grouping, schools are divided into four classifications based on lowest and highest grades in which students are enrolled at the school: Elementary, Middle, Secondary, and both Elementary/Secondary (K12).
Special Education: This refers to the population served by programs for students with disabilities. 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 and on Advanced Placement (and International Baccalaureate) exams is not available. For all other indicators where special education information is available, values for these students are included in the calculation of campus and district-level values. Note that in the profile section of the report, retention rates are shown separately for special education and non-special education students. See the two new "preview" indicators: TAAS Special Education subset, and TAAS Inclusive Subset. (Source: PEIMS, Oct. 1996, Oct. 1995, 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." 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 1996. (Source: Texas Comptroller of Public Accounts, July 1997)
Standardized Tax Rates (Comptroller Valuation)(from District Profile Section): Sometimes property values are not judged equivalently 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 property 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, July 1997)
Student Enrollment by Program: Students are identified as served through the special education, career and technology education, bilingual/ESL education, 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. 1996)
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 38 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, with alternate testing dates available for year-round education schools.
The AEIS report calculates TAAS passing rates in two ways:
· By Grade: The report shows TAAS passing rates by grade for each subject area and for all tests taken. The number of tests given varies by grade: two tests (reading and mathematics) are administered at grades 3, 5, 6, and 7; three tests (reading, mathematics, and writing) are administered at grades 4 and 10; and five tests (reading, mathematics, writing, science, and social studies) are administered at grade 8. This 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 1997 and the spring of 1996.
· Summed Across All Grades (Sum of 3-8 & 10): 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 K5 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
See below for an explanation of the Accountability Subset, the Special Education Subset, and the Inclusive Subset.
Although "All Tests Taken" is not used in the accountability system, it is shown on the AEIS report. This value shows the percent of students who passed every test they took. For this reason, it is always equal to or less than the percent of students who passed any of the individual subject areas. When summing across all grades for "All Tests Taken," science and social studies results are not included.
Note that not all test takers are included in the values shown on the AEIS reports:
· Only test takers who were enrolled in the district as of the last Friday in the previous October are included. This means that, for example, a student who moved into the district a week before the TAAS was given would not be included in the count for that district or campus. This is referred to as the "October subset."
· For exit-level, only 10th graders tested are included in the count. This includes 10th graders who are repeating the grade and may have previously taken the exit-level TAAS. It does not include test takers in the 11th or 12th grade who are taking the exit-level TAAS.
From the October subset the AEIS report shows TAAS passing rates-summed across all grades tested-for four different subsets of test takers:
· Accountability Subset: The performance of these students is used in determining the school or district's accountability rating. It does not include results for special education students in the pass rates shown for the campus (or district), or in the individual student groups. It also does not include those test takers who took the Spanish TAAS. The pass rates shown by grade level are derived from this subset. See the 1997 Accountability Manual. for more details. A copy of the manual was provided to each superintendent and principal in April 1997.
· Special Education Subset: This new indicator shows the passing rate for special education students who took the TAAS test. The performance of these students will likely be added to the Accountability Subset in the future.
· Spanish (grades 3 & 4) Subset: This new indicator shows the passing rate for students taking the Spanish TAAS reading and mathematics tests in grades 3 and 4.
· Inclusive Subset: This new indicator shows the combined passing rate for test takers in the Accountability Subset, the Special Education Subset as well as the Spanish Subset. It provides a preview of what the school's accountability ratings will be based on in the future.
(Source: TEA Division of Student Assessment)
TAAS Exemptions: This is the percent of students exempted from taking the TAAS reading, writing, or mathematics 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 (ARD) 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. For example, the percent exempted from taking TAAS reading due to a special education exemption at a school that tests grades 3 and 4 would be calculated as follows:
number of students in grades 3 and 4 who are exempted from the TAAS reading test because of Special Education
(divided by)
total number of students in grades 3 and 4
The denominator, "total number of students in grades 3 and 4" is based on the number of answer documents submitted. An answer document is required for every child enrolled in the grades tested. Note that all special education students are included in the denominator, whether they took the TAAS or not, but special education students who took the TAAS are not counted as exemptions in the numerator. The limited English proficiency exemption is not an option for exit-level students. (Source: TEA Division of Student Assessment)
TAAS Exit-level Cumulative Pass Rate (from District Performance Section): The TAAS cumulative pass rate for the class of 1997 shows the percent of students who first took the exit-level test in spring 1995, and eventually passed all tests taken (in the same district) by May 1997. This measure is intended to show the relative success of districts in their efforts to help all their students pass the exit-level TAAS, which is a requirement for graduation from Texas public schools.
Test takers included in the TAAS Exit-level Cumulative Pass Rate:
· Any student who took the test for the first time in spring 1995, including 11th and 12th graders. (Grade 10 students who are repeating the grade and taking the TAAS exit-level test for the second time are not included.)
· All special education students who took the test.
· All above students, whether or not they were in the "October subset" (see TAAS).
Test takers NOT included in the TAAS Exit-level Cumulative Pass Rate:
· Students who first took the exit-level test in District A, but didn't pass all sections and then moved to District B and retested, are taken out of both the numerator and denominator, whether or not they eventually passed all tests taken.
· Students who move out of state, or leave the country, or die before passing all tests taken are in the denominator but not the numerator. (These students cannot be removed because they are not specifically identified in the data.)
· Students who drop out of school before passing all tests taken are in the denominator but not the numerator.
· Students who moved into the state after the spring of 1995 are not included, even if they took the TAAS and graduated with the class of 1997.
The information is available by sex and ethnicity but not by economic status. Special education students' results are included in all the values, and are not reported separately. Results of the TAAS Exit-level Cumulative Pass Rate are also shown for the class of 1996. (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 38 were aligned with the exit-level standard in order to measure student achievement across time. Students in grades 38 and 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. The passing standard for the Spanish TAAS in reading and mathematics at grades three and four is a score of 1500 or higher. (Source: TEA Division of Student Assessment)
TAAS/TASP Equivalency: This indicator shows the percent of graduates from the class of 1996 who did well enough on the exit-level TAAS to have a 75% likelihood of passing the Texas Academic Skills Program (TASP) test. To be counted for this indicator a student must have achieved a TLI of X-81 or higher on the TAAS reading test, and achieved a TLI of X-77 or higher on the TAAS mathematics test. On the TAAS writing test, a scale score of 1540 or higher is required.
Test takers included in the TAAS/TASP Equivalency:
· All 10th graders who took the test for the first time in spring 1994.
· All 11th graders who took the test for the first time in October 1994 or spring 1995.
· All 12th graders who took the test for the first time in October 1995 or spring 1996.
· Special education students who were not exempted from the TAAS.
Test takers NOT included in the TAAS/TASP Equivalency:
· Students who were special education exempt during all testing periods.
· Students who took the TAAS but did not get a Texas High School diploma
- because they dropped out,
- because they moved out of state, or
- because they died.
Results of the TAAS/TASP Equivalency are also shown for the class of 1995. Note that the "October subset " does not apply to this indicator. See TAAS and TASP (below). (Source: TEA Division of Student Assessment; PEIMS, Oct. 1996, and Oct. 1995)
TASP: The Texas Academic Skills Program test is a basic skills test of reading, writing, and mathematics. 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. 1996)
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. 1996)
Teachers by Program (population served): Teacher FTE counts are categorized by the type of student populations served. Regular education, special education, compensatory education, career and technology education, bilingual/ESL education, gifted and talented education, 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. 1996)
Teachers by Years of Experience (from District Profile Section): 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 range 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. 1996)
Total Adopted Tax Rate (calendar year 1996) (from District Profile Section): This is the locally adopted total tax rate set by the school district to be in effect for the 1996 calendar year. Taxes based on this rate were to be paid by taxpayers in early 1997. (Source: Texas Comptroller of Public Accounts, July 1997)
Total Campus Budget by Function (from Campus Profile Section): Operating expenditures by function are expressed as a percent of the total campus operating budget. Function codes appear in parentheses. Instruction: all activities dealing directly with the interaction between teachers and students, including instruction aided with computers (11); and, expenditures to provide resources for Juvenile Justice Alternative Education Programs (95). Instructional Leadership: managing, directing, supervising, and providing leadership for staff who provide instructional services (21). School Leadership: directing and managing a school (23). Other Campus Costs: resource centers and libraries (12); curriculum and instructional staff development (13); support services, including guidance and counseling (31), social work (32) and health services (33); food services (35); cocurricular/extracurricular activities (36); plant maintenance and operations (51); security and monitoring services (52), and data processing services (53). The information in the campus group, district, and state columns show the total costs of these expenditures for campuses in the group, campuses in the district, and all campuses in the state, respectively. Other costs not found in campuses - such as central office administrative expenditures - are not included. See Appendix B. (Source: PEIMS, Oct. 1996)
Total Exclusions (from District Profile Section): These expenditure amounts are omitted from the other financial information presented, in order to provide a more equalized financial picture. Function codes are shown in parentheses following each item. Tuition Transfers for Grades Not Offered is the amount budgeted for the cost of obtaining instructional services from another public school for grade levels not served in a school district (91). This category also includes payments to other school districts under the Public Education Grant Program (94). Wealth Equalization Transfers is the amount budgeted by districts for the cost of reducing their property wealth to the required equalized wealth level (91). Payments to Charter Schools (96) are also included in this category. Payments to Fiscal Agents/Members of Shared Services Arrangements (SSA) is the amount budgeted for payments to a fiscal agent from a member district (or vice versa) for services provided (93). The portion of SSA payments budgeted in the Special Revenue Funds are no longer collected by TEA, and so do not appear in this amount. See Appendix B. (Source: PEIMS, Oct. 1996)
Total Expenditures by Object (from District Profile Section): Total budgeted expenditures are grouped into operating and non-operating categories by object of expense. The operating categories are Payroll Costs (6100): gross salaries or wages and benefit costs for all employees. Professional and Contracted Services (6200): services rendered to school districts by firms, individuals and other organizations. Supplies and Materials (6300): supplies and materials including fuel for vehicles, other reading materials (not including the cost of state-adopted textbooks), and food service supplies. Other Operating Costs (6400): other expenses necessary for the operation of the school district. The non-operating categories are: Debt Service (6500): all expenditures for debt service including the retirement of debt and bond principal, and all interest expenses. Capital Outlay (6600): expenditures for fixed assets, such as land, buildings, and equipment. Beginning with 1996-97, amounts budgeted in certain fund categories which were previously collected by the TEA are no longer collected. These are the Special Revenue Funds (including Shared Services Arrangements) and the Capital Projects Funds. Therefore amounts budgeted by districts in these funds no longer appear on the AEIS reports. Note that this hampers comparison of the financial data reported on this AEIS report to prior year AEIS reports. (Source: PEIMS, Oct. 1996)
Total Expenditures for Athletic Programs (from District Profile Section): Budgeted expenditures for the costs of competitive athletic activities such as football, basketball, golf, swimming, baseball, etc. (program intent code 91). This includes costs associated with coaching as well as sponsors for drill team, cheerleaders, or any other organized activity to support athletics. However, this does not include band. (Source: PEIMS, Oct. 1996)
Total Expenditures for Community Services (from District Profile Section): Budgeted expenditures for activities or purposes other than regular public education. These are activities relating to the whole community, such as the operation of a school library, swimming pool, and playgrounds for the public (function 61). (Source: PEIMS, Oct. 1996)
Total Operating Expenditures by Function (from District Profile Section): Operating expenditures by function are expressed as a percent of total operating expenditures. Function codes appear in parentheses. Instruction: all activities dealing directly with the interaction between teachers and students, including instruction aided with computers (11); and, expenditures to provide resources for Juvenile Justice Alternative Education Programs (95). Instructional Related Services: expenditures for educational resources and media, such as resource centers and libraries (12); and, curriculum development and instructional staff development (13). Instructional Leadership: managing, directing, supervising, and providing leadership for staff who provide instructional services (21). School Leadership: directing and managing a school (23) Support Services - Student: guidance, counseling, and evaluation services (31); social work services (32); and, health services (33). Student Transportation: transporting students to and from school (34). Food Services: food service operation, including cost of food and labor (35). Cocurricular/Extracurricular Activities: school-sponsored activities during or after the school day that are not essential to the delivery of instructional services (36). Central Administration: managing or governing the school district as an overall entity (41); and, costs associated with the purchase or sale of attendance credits either from the state or from other school district(s) (92). For Charter Schools, central administration is function 81. Plant Maintenance and Operations: keeping the physical plant and grounds in effective working condition (51). Security and Monitoring Services: keeping student and staff surroundings safe (52). Data Processing Services: data processing services, whether in-house or contracted (53). (Source: PEIMS, Oct. 1996)
Total Revenues (from District Profile Section): The total for all revenues budgeted in the General Fund (199, including State Food Services), the National School Breakfast and Lunch Program (240, 701), and the Debt Service Funds (599). Beginning with 1996-97, amounts budgeted in certain fund categories which were previously collected by the TEA are no longer collected. These are the Special Revenue Funds (including Shared Services Arrangements) and the Capital Projects Funds. Therefore amounts budgeted by districts in these funds no longer appear on the AEIS reports. Note that this hampers comparison of the financial data reported on this AEIS report to prior year AEIS reports. Total Revenues per Pupil is total revenue divided by the total number of students. (Source: PEIMS, Oct. 1996)
Total Staff (from District Profile Section): Total staff includes professional staff (teachers, professional support, administrators), educational aides, and (on the district profile), auxiliary staff. Minority staff is the sum of the FTE counts for all non-white staff groups (African American, Hispanic, Asian/Pacific Islander, and Native American). This FTE count is expressed as a percent of the total staff FTE. (Source: PEIMS, Oct. 1996)
Total Students (from District Profile Section): This is the total number of students who were reported in membership as of October 25, 1996 at any grade, from early childhood education through grade 12 on public school campuses. (Source: PEIMS, Oct. 1996)
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 199697 who were employed in the district in the fall of 199596, divided by the total teacher FTE count for the fall of 199596. Social security numbers of reported teachers are compared from the two semesters to develop this information. (Source: PEIMS, Oct. 1996, Oct. 1995)
English Language Arts
03221600 Humanities
03221200 Creative/Imaginative Writing
03240800 Debate III
A3220100 English Language and Composition
A3220200 English Literature and CompositionMusic and Art
A3150200 Music Theory
A3500100 History of Art
A3500200 Studio Art - General Portfolio
A3500300 Studio Art - Drawing
03150400 Band IV
03150800 Orchestra IV
03151200 Choral Music IV
03151600 Stage Band IV
03152000 Instrumental Ensembles IV
03152400 Vocal Ensembles IV
03250400 Theatre Arts IV
03251000 Theatre Production IV
03251200 Technical Theatre IV
03502300 Art IV Drawing
03502400 Art IV Painting
03502500 Art IV Printmaking
03502600 Art IV Fibers
03502700 Art IV Ceramics
03502800 Art IV Sculpture
03502900 Art IV Jewelry
03503100 Art IV Photography/Filmmaking
03503200 Art IV Commercial Art
03503500 Art IV Electronic Media
03830400 Dance IVMathematics
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 BC1Social 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 HistoryScience
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 C4Advanced 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
03430400, 500, 600, 700 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 Literature8Computer Science
03580200 Computer Science I9
03580300 Computer Science II10
A3580100 AP Computer Science I9
A3580200 AP Computer Science II10