Accountability Rating: This refers to the 1998 district and campus ratings assigned by the 1998 accountability system. Districts and campuses are evaluated on performance on the TAAS, the dropout rate, and the attendance rate. The four levels of 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 1998 Accountability Manual. A copy of the manual was provided to each superintendent and principal in April 1998. It is also available on the Division of Performance Reporting's website at http://www.tea.state.tx.us/perfreport. For a detailed explanation of the accountability system used for alternative education schools, see the 1997-98 Accountability Procedures for Alternative Education Manual, available from the TEA Office of Accountability and Accreditation.
Accountability Subset: See TAAS and TAAS Participation Report.
Additional Acknowledgment: This refers to the school or district's performance on the additional indicators in the accountability system. For 1998, the accountability system includes performance on college admissions tests, the TAAS/TASP equivalency, and Comparable Improvement. Schools and districts may receive a rating of Acknowledged on one or more 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. Schools evaluated under the alternative education procedures are not eligible for additional acknowledgment.
The standards for achieving acknowledgment have changed over the years. Please refer to the 1998 Accountability Manual for more information. A copy of the manual was provided to each superintendent and principal in April 1998. It is also available on the Division of Performance Reporting's website at http://www.tea.state.tx.us/perfreport.
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 9-12. Appendix C lists all the advanced courses (including all the Advanced Placement (AP) courses). This year, all International Baccalaureate (IB) courses have been added. 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 1996-97
divided by
number of students who completed at least one course in 1996-97
Advanced course completion rates are shown for 1995-96 and 1996-97. 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 1997, June 1996)
Advanced Placement Exams: See Advanced Courses and AP/IB Results.
AP/IB Results (District Performance only): These refer to the results of the College Board Advanced Placement (AP) examinations and the International Baccalaureate (IB) examinations taken by Texas public school students in a given school year. High school students may take these examinations, ideally upon completion of AP or IB courses, and may receive advanced placement or credit, or both, upon entering college. Generally, colleges will award credit or advanced placement for scores of 3, 4, or 5 on AP examinations and scores of 4, 5, 6, or 7 on IB examinations.
This year, results for a combined AP exam and IB exam indicator take the place of last year's AP Results indicator.
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
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 examinations in the 1996-97 and 1997-98 school years. (Sources: Educational Testing Service, a College Board contractor; The International Baccalaureate Organization, and PEIMS, Oct. 1997, Oct. 1996)
ARD Exempt: See Special Education and TAAS Participation Report.
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 1996-97
divided by
total number of days students were in membership in 1996-97
Attendance rates are shown for 1995-96 and 1996-97. Only students in grades 1-12 are included in the calculations. (Source: PEIMS, June 1997, June 1996)
Auxiliary Staff (District Profile only): 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. 1997)
Average Actual Salaries (regular duties only): 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 and does not include supplemental payments for coaching, band and orchestra assignments, and club sponsorships. (Source: PEIMS, Oct. 1997)
Average Teacher Salary by Years of Experience (regular duties only): Total pay for teachers within each experience group is divided by the total teacher FTE for the group. The total actual salary amount is pay for regular duties only and does not include supplements. (Source: PEIMS, Oct. 1997)
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. 1997)
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. 1997)
Campus Group: See Comparable Improvement.
Class Size Average by Subject Area (District Profile only): 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. Districts do not report actual class size averages; these are derived values. (Source: PEIMS, Oct. 1997)
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.
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 took either 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
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. 1997, Oct. 1996)
Comparable Improvement: Comparable Improvement (CI) is a measure that shows how student performance on the TAAS test has changed (or grown) from one year to the next, and then compares that growth to that of the 40 schools that are demographically most similar to the target school.
Campus Group - The first step to determining a school's comparable improvement is to create the school's comparison group. Each school (also referred to as campus) has a unique comparison group of 40 other schools (from anywhere in the state), that closely match that school on six characteristics. (Note that only schools that carry a rating of Exemplary, Recognized, Acceptable, or Low-Performing are included in comparison groups.)
The demographic characteristics used to construct the campus comparison groups include those defined in statute as well as others found to be statistically related to performance. They are:
· the percent of African American students enrolled for 1997-98;
· the percent of Hispanic students enrolled for 1997-98;
· the percent of White students enrolled for 1997-98;
· the percent of economically disadvantaged students enrolled for 1997-98;
· the percent of limited English proficient (LEP) students enrolled for 1997-98; and
· the percent of mobile students as determined from 1996-97 cumulative attendance.
All schools are first arranged by type (elementary, middle, high school, or multi-level). Then the group is determined on the basis of the most predominant features at the target school. In the attached example (Appendix D, page 1) the target school (Sample H S) has 7.6% African American, 36.8% Hispanic, 53.9% White, 28.2% economically disadvantaged, 10.7% limited English proficient, and 23.7% mobile students. Of these features, the most predominant (i.e., the largest percentage) is the percent of White students, followed by the percent of Hispanic students, the percent of economically disadvantaged students, the percent of mobile students, the percent of limited English proficient students, and finally, the percent of African American students. The following steps illustrate the group identification process:
Step 1: 100 high school campuses having percentages closest to 53.9% White students are identified;
Step 2: 10 schools from the initial group of 100 are eliminated on the basis of being most distant from the value of 36.8% Hispanic;
Step 3: 10 of the remaining 90 schools which are most distant from 28.2% economically disadvantaged students are eliminated;
Step 4: 10 of the remaining 80 schools which are most distant from 23.7% mobile students are eliminated;
Step 5: 10 of the remaining 70 schools which are most distant from 10.7% limited English proficient students are eliminated;
Step 6: 10 of the remaining 60 schools which are most distant from 7.6% African American students are eliminated; and
Step 7: 10 of the remaining 50 schools which are most distant from 7.6% African American and/or 28.2% economically disadvantaged students are eliminated. (This last reduction step is based on the least predominant characteristics among the four student groups evaluated in the accountability system: African American, Hispanic, White, and economically disadvantaged.)
The final group size is 40 schools. This methodology creates a unique comparison group for every campus. Please note the following:
· With this methodology, the number of times a school appears as a member of other groups will vary.
· In cases where the campus has a missing mobility value, the district's average mobility is used as a proxy. This will happen for schools in their first year of operation.
· Districts are not grouped, nor is CI currently calculated for districts.
In the performance section of a campus AEIS report, the value given in the Campus Group column is the median of the values from the 40-school group for that campus. (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.
Texas Learning Index (TLI) - The TLI is a score that describes a student's performance on the TAAS reading or mathematics test. It can be used to tell how far a student is above or below the passing standard. For example, the passing standard is a TLI of 70. If a student's TLI is 72, then we know that while the student passed, he did not pass by as much as a classmate whose TLI was 90. The TLI is available only for the TAAS reading and mathematics tests at grades 3 through 8 and 10.
TLI Average Growth (TAG) - Calculation of Comparable Improvement for a particular school is based on the growth in the students' Texas Learning Index (TLI) scores on the TAAS reading and mathematics tests given from one year to the next.
Students included in a school's CI are those who:
· took the spring 1998 TAAS reading and/or mathematics tests, in grades 4, 5, 6, 7, 8, or 10;
· are part of the 1998 Accountability Subset (see TAAS);
· can be matched to the spring 1997 TAAS administration -- anywhere in the state -- to find their prior year TLI score for reading, and/or mathematics. Note: tenth grade students tested in spring 1998 are matched to their eighth grade test of 1996; and growth is not calculated for third grade test takers since that is their first TAAS test; and
· scored a TLI of 84 or below in the 1997 TAAS administration. Students who score above a TLI of 84 are at the top of the score range. Since they are most likely to show loss, rather than growth, they are removed from the TAG calculation and reported separately.
CI is calculated separately for TAAS reading and TAAS mathematics. For each matched student and each subject, TLI growth is determined by subtracting the prior year TLI value from the current year TLI value. The student-level TLI growth values are then aggregated to the campus level to create a TLI Average Growth (TAG) for each campus. The TAG values, rounded to two decimal places, are calculated as follows:
TAG (reading) =
sum of matched student TLI growth values for reading
divided by
total number of matched students in reading
TAG (mathematics) =
sum of matched student TLI growth values for mathematics
divided by
total number of matched students in mathematics
Interpretation of Comparable Improvement - Comparable Improvement is expressed as the quartile position of a school within its comparison group. For example, if a school is in the top quartile for reading, that means that the average growth in reading of the students tested at that school is better than that of at least three-quarters of the schools in its comparison group.
Quartile positions are determined separately for reading and mathematics. First, the TAG values for the schools in the comparison group are arranged in order from highest to lowest, and then they are divided into four quartiles, with each quartile containing one-fourth of the schools:
· Q1 (top 25 percent of TAG values within the comparison group);
· Q2 (in the top 50 percent, but not in the top 25 percent);
· Q3 (in the bottom 50 percent, but not in the lowest 25 percent); and
· Q4 (lowest 25 percent).
Note the following points:
· Because there are 40 schools in a comparison group, there are 10 schools in each quartile (with the target school being the 11th school in its quartile). Exceptions to this rule occur when a group has tied TAG values at the border between quartiles, or when a school in a group has too few matched students, and is therefore not assigned a TAG value or a quartile. This will cause the number of schools in each quartile to vary.
· High growth (TAG) values do not necessarily imply that more students are passing the TAAS. It simply evaluates the growth of all students regardless of whether they passed or failed a test.
· A school's quartile position can vary by subject. For instance, in the attached example (Appendix D, page 28), the target school is Q1 in reading with a TAG value of 5.38, and is Q2 in mathematics with a TAG value of 2.90. Quartile position is relative to the performance of the other schools in the group.
· A school may be Q1 for its own group and Q4 as a member of another school's group. (However, the quartile value that matters is the one determined for the school's own group.)
· Any school with fewer than 10 matched students for a subject will not have TAG values calculated and will not be assigned a quartile position.
· The number of matched students for reading may differ from the number of matched students for mathematics.
For a description of each aspect of the Comparable Improvement Report, see Appendix D. (Source: PEIMS, Oct. 1997, Oct. 1996, June 1997, and June 1996; TEA Division of Student Assessment)
Completion Rate (District Performance only): This longitudinal measure is new for 1998. The current year (class of '97) completion rate looks at the group (or cohort) of students who were enrolled as 9th graders in the 1993-94 school year, and follows them through the following four school years. Completers are any students who during those years:
· graduated, either on time or early; or,
· received a GED; or,
· were found to be enrolled in school during the 1997-98 school year.
In cases where students have transferred from one district to another during this time, his or her status is attributed to the last district in which he or she was enrolled. At this time, students no longer reported in PEIMS are treated as transfers out of the Texas public education system, not as dropouts.
For each district, the calculation is as follows:
On-time graduates, early graduates, GED recipients, continuing
students
divided by
Original 9th grade cohort, plus transfers in, minus transfers out
For purposes of comparison, the completion rate for the class of 1996 is also provided. (Source: PEIMS, Oct. 1997, Oct. 1996 & June 1997, Oct. 1995 & June 1996, Oct. 1994 & June 1995, Oct. 1993 & June 1994, and Oct. 1992 & June 1993)
Criterion Score: This refers to the college admissions tests and the AP/IB results. For college admissions, the criterion score values are 24 on the ACT (composite) or 1110 on the SAT I (total). For AP/IB results, the criterion scores are 3, 4, or 5 on Advanced Placement tests, and 4, 5, 6, or 7 on International Baccalaureate tests. 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, 1996-97 Texas Public School Dropout Report. The 1996-97 dropout rates are available (by district, county, or state) on the Division of Research and Evaluation's website at http://www.tea.state.tx.us/research.)
Dropout Rate: The dropout rate is the number of dropouts summed across all grades, 7-12, divided by the number of students summed across all grades 7-12. 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
Annual dropout rates are shown for 1995-96 and 1996-97.
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. 1997, June 1997, Oct. 1996, and June 1996)
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 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 coded as 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 1990-91 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 1990-91 school year, the first year that student identification data were collected along with the dropout record.
· are coded as having met all graduation requirements but did not pass the exit-level Texas Assessment of Academic Skills (TAAS) test; or
· are coded as withdrawn to return to their home country.
For 1996-97 dropouts (reported in fall 1997), the dropout recovery process was expanded to include students who were coded as:
· attending approved alternative programs; or
· withdrawn to attend college.
(Source: PEIMS, Oct. 1997, June 1997, Oct. 1996, June 1996, Oct. 1995, and Oct. 1994; General Education Development Information File; and TEA, 1996-97 Texas Public School Dropout Report)
Economically Disadvantaged: The percent of economically disadvantaged students is calculated as the sum of the students coded as eligible for free or reduced-price lunch or eligible for other public assistance, divided by the total number of students:
number of students coded as eligible for free or reduced-price
lunch or other public assistance
divided by
total number of students
See Comparable Improvement. (Source: PEIMS, Oct. 1997, Oct. 1996; and TEA Division of Student Assessment)
Educational Aides: Educational aides are staff who are reported with a role of 033 or 035. Educational 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. 1997)
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 1997-98 school year (summer school test takers are not included). For Biology I, the percent of students who took the test in grades 8-12 is reported. For Algebra I, the percent of students who took the test in grades 7-12 is reported. For example, the percent tested in Biology I is calculated as follows:
number of students in grades 8-12 who took the Biology I
End-of-Course exam
divided by
number of students enrolled in grades 8-12
For purposes of comparison, the percent taking End-of-Course exams is also shown for the 1996-97 school year. (Source: TEA Division of Student Assessment; and PEIMS, Oct. 1997, and Oct. 1996)
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. (Source: PEIMS, Oct. 1997, Oct. 1996; 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 and individuals on contract with the district to provide instructional services. Shared Services Arrangement (SSA) Staff (District Profile only) 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 refers to counts of instructors hired on contract by the district to provide services to students. 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. 1997)
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 1996-97 school year is reported for each district. The percent of the total budgeted expenditures (for the general fund) for the current year (1997-98) is also shown. (Source: Financial Audit Report, Dec. 1997)
Graduates (Class of 1997): This is the total number of graduates (including summer graduates) for the 1996-97 school year, reported in the fall of 1997. 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 Completion Rate and Recommended High School Program. (Source: PEIMS, Oct. 1997)
International Baccalaureate (IB): See Advanced Courses and AP/IB Results.
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 calculated by dividing the number of LEP pupils by the total number of students in the school or district. See Comparable Improvement and TAAS Participation Report. (Source: PEIMS, Oct. 1997)
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 in 1996-97
divided by
number of students who were in membership at any time during the 1996-97
school year
See Comparable Improvement. (Source: PEIMS, June 1997)
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. 1997)
Paired Schools: Schools that reported enrollment but do not have grades in which the TAAS test is given (e.g. 9th grade centers, K-2 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 10th-12th grade high school, so the district pairs 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. 1997)
Per Pupil Expenditures: Budgeted expenditures 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. 1997)
Preview Indicators: Two new "preview" indicators have been included in this year's AEIS reports. The purpose is to show the performance of students who are presently not included in the state accountability ratings, but whose performance will affect the school or district's rating over the next two years. The 1999 Preview Indicator shows the combined passing rate for test takers who were in this year's accountability subset, plus those who took the test but were coded as Special Education, and those who took the TAAS Spanish reading and mathematics tests in grades 3 and 4. It provides a preview of what the school's accountability ratings will be based on in 1999.
The 2000 Preview Indicator shows the combined passing rate for test takers who were in this year's accountability subset, plus those who were coded as Special Education, as well as ALL the students who took the TAAS Spanish test, that is, those in grades 3 - 6, and includes Spanish performance on writing, as well as reading and mathematics. It provides a preview of what the school's accountability ratings will be based on in 2000.
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. 1997)
Recommended High School Program: This indicator reports the percent of graduates who were reported as having 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
Note that special education students are included in this calculation. (Source: PEIMS, Oct. 1997, Oct. 1996)
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 (1997-98) in the same grade as their grade in the last reported six-week period of the prior year (1996-97). 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. Also, the AEIS report only shows retention rates for grades K-8. (Source: PEIMS, Oct. 1997, June 1997)
Revenues by Source (District Profile only): 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 stopped appearing on the AEIS reports with the 1996-97 school year. While the financial data reported on this AEIS report are comparable to 1996-97, the current year is not comparable to financial data published prior to 1996-97. 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. 1997)
SAT/ACT Results: See College Admissions Tests.
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 (K-12).
Special Education: This refers to the population served by programs for students with disabilities. Students are placed in special education by their Admission, Review, and Dismissal (ARD) Committee, made up of their parent(s) or guardian, teacher, administrator, and other concerned parties. 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 TAAS Participation Report. (Source: PEIMS, Oct. 1997, Oct. 1996, and TEA Division of Student Assessment)
Standardized Local Tax Base (Comptroller Valuation) (District Profile only): 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 1997. The 1997 values reflect increases to the homestead exemption resulting from a constitutional amendment passed in 1997. (Source: Texas Comptroller of Public Accounts, July 1998)
Standardized Tax Rates (Comptroller Valuation) (District Profile only): 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 1998)
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. 1997)
Students by Grade: Percentages are calculated by dividing the number of students in each grade by the total number of students. (Source: PEIMS, Oct. 1997)
TAAS (Texas Assessment of Academic Skills): This criterion-referenced test measures student achievement in reading and mathematics at grades 3-8 and 10, writing at grades 4, 8, and 10, and science and social studies in grade 8. Spanish versions of the tests are administered in grades 3-6. 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 1998 and the spring of 1997.
· Summed Across All Grades (Sum of 3-8 & 10): The accountability system uses TAAS passing 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. 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 or the accountability 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.
· Students coded as Special Education, and students taking the Spanish TAAS are also not included in this year's accountability subset.
For a complete explanation of TAAS participation see TAAS Participation Report and Appendix E. (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 1998 shows the percent of students who first took the exit-level test in spring 1996, and eventually passed all tests taken (in the same district) by May 1998. 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 1996, 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 1996 are not included, even if they took the TAAS and graduated with the class of 1998.
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&173;level Cumulative Pass Rate are also shown for the class of 1997. (Source: TEA Division of Student Assessment)
TAAS Mobile: See TAAS Participation Report, and Appendix E.
TAAS Participation Report: Every student enrolled in a Texas public school in grades 3, 4, 5, 6, 7, 8, and 10 must be given the opportunity to take the Texas Assessment of Academic Skills (TAAS) test. Although it is the intention to test every student in these grades, there are circumstances under which some students are not tested. Also, of the students who are tested, not all students' test performance is considered for a school or district's accountability ratings. The TAAS Participation Report included in the AEIS report provides a breakdown of what was reported on each student: whether they took the test, were absent, were exempted, etc.
Percentages on the TAAS Participation Report are based on the number of answer documents submitted for the tests. Districts submit an answer document for each student enrolled at the time of the spring TAAS administration in the grades tested. Different tests are given at different grades:
Grade 3 - TAAS reading and mathematics; or TAAS Spanish reading and mathematics
Grade 4 - TAAS reading, writing, and mathematics; or TAAS Spanish reading, writing, and mathematics
Grade 5 - TAAS reading and mathematics; or TAAS Spanish reading and mathematics
Grade 6 - TAAS reading and mathematics; or TAAS Spanish reading and mathematics
Grade 7 - TAAS reading and mathematics
Grade 8 - TAAS reading, writing, mathematics, Social Studies, and Science
Grade 10 (exit level) - TAAS reading, writing, and mathematics
For a description of each component of the TAAS Participation Report, see Appendix E. (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 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 (reading, mathematics, and writing) also requires a scale 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 1997 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 1995.
· All 11th graders who took the test for the first time in October 1995 or spring 1996.
· All 12th graders who took the test for the first time in October 1996 or spring 1997.
· 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 1996. Note that the October subset does not apply to this indicator. See TAAS and TASP. (Source: TEA Division of Student Assessment; PEIMS, Oct. 1997, and Oct. 1996)
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. 1997)
Teachers by Highest Degree Held (District Profile only): 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. 1997)
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. 1997)
Teachers by Years of Experience (District Profile only): 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. 1997)
Total Adopted Tax Rate (calendar year 1997) (District Profile only): This is the locally adopted total tax rate set by the school district to be in effect for the 1997 calendar year. Taxes based on this rate were to be paid by taxpayers in early 1998. (Source: Texas Comptroller of Public Accounts, July 1998)
Total Campus Budget by Function (Campus Profile only): 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. 1997)
Total Exclusions (District Profile only): 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/Services Not Offered is the amount budgeted for the cost of obtaining instructional services from another district for grade levels not served (91) or services not offered. 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. 1997)
Total Expenditures by Object(District Profile only): 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 stopped appearing on the AEIS reports with the 1996-97 school year. While the financial data reported on this AEIS report are comparable to 1996-97, the current year is not comparable to financial data published prior to 1996-97. (Source: PEIMS, Oct. 1997)
Total Expenditures for Athletic Programs (District Profile only): 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. 1997)
Total Expenditures for Community Services <(District Profile only): 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. 1997)
Total Operating Expenditures by Function(District Profile only): 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. 1997)
Total Revenues(District Profile only): 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 stopped appearing on the AEIS reports with the 1996-97 school year. While the financial data reported on this AEIS report are comparable to 1996-97, the current year is not comparable to financial data published prior to 1996-97. Total Revenues per Pupil is total revenue divided by the total number of students. (Source: PEIMS, Oct. 1997)
Total Staff(District Profile only): 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. 1997)
Total Students(District Profile only): This is the total number of students who were reported in membership as of October 24, 1997 at any grade, from early childhood education through grade 12 on public school campuses. (Source: PEIMS, Oct. 1997)
TSSAS(Texas Successful Schools Award System) - TSSAS was created by the Texas Legislature for schools that exhibit the highest levels of sustained success or the greatest improvement in achieving education goals. The legislature allocated $2,500,000 for the Successful Schools Award Program in 1997-98. A portion of that amount is awarded to schools based upon criteria designed to recognize effective and innovative approaches to increasing the number of parents or guardians attending parent-teacher conferences. For more information on TSSAS, contact the Division of Accountability Development and Support at (512) 463-9637.
Turnover Rate for Teachers(District Profile only): This shows the total FTE count of teachers not employed in the district in the fall of 1997-98 who were employed in the district in the fall of 1996-97, divided by the total teacher FTE count for the fall of 1996-97. Social security numbers of reported teachers are compared from the two semesters to develop this information. (Source: PEIMS, Oct. 1997, Oct. 1996)
Who to Call
Information about the calculation of all Academic Excellence Indicator System (AEIS) data elements is provided in this Glossary. Information on the calculation of accountability ratings and comparable improvement is included in the 1998 Accountability Manual. If, after reading these documents, you have questions about the calculation of AEIS indicators, accountability ratings, or comparable improvement, contact the Division of Performance Reporting at (512) 463-9704.
Questions related to programs and policies for the following subjects should be directed to the contacts listed below. All telephone numbers are in the (512) area code.
Accreditation of Schools Accountability and Accreditation - 463-9495
Alternative Education Accountability -(Accountability Development & Support) 463-9716
Advanced Placement (AP) Programs - (Advanced Academic Services) 463-9455
College Admissions Tests-
SAT I - College Board, Southwestern Regional Office 472-0231
ACT - ACT Regional OfÞce 345-1949
Copies of AEIS reports -
On the World Wide Web - http://www.tea.state.tx.us/perfreport
On paper, diskette, or magnetic tape (Communications and Public Information) 463-9000
Performance Objectives (Accountability and Accreditation) 463-9495
TSSAS - (Accountability Development & Support) 463-9637
Pubic Education Grant (PEG) Program - (Finance and Operations) 463-5899
Public Education Information Management System (PEIMS) - Help Desk & Data Standards 463-9800
Public Hearings - (Accountability and Accreditation) 463-9495
Recommended High School Program- (Curriculum) 463-9581
Retention Policies - (Curriculum) 463-9581
Texas Academic Skills Program (TASP)- (SBEC) 469-3000
Texas Assessment of Academic Skills (TAAS)- (Student Assessment) 463-9536
Texas Learning Index (TLI) - (Student Assessment) 463-9536
Accountability information provided at the agency website includes: 1998 Accountability Manual, 1998 Accountability Ratings and Data Tables; 1998 district and campus AEIS data (posted in late November).
Appendix C
Science
03010300 Biology II
03010400 Physiology and Anatomy
03020200 Chemistry II
03030200 Physics II
03970200 Aerospace Aviation Educ. II
A3010100 General Biology
A3020100 General Chemistry
A3030100 Physics B
A3030200 Physics C
I3010300 Biology II
I3020100 Chemistry I
I3020200 Chemistry II
I3030100 Physics I
I3030200 Physics II
Fine Arts
A3150200 Music Theory
I3150200 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 IV
English Language Arts
03221600 Humanities
03221200 Creative/Imaginative Writing
03240800 Debate III
A3220100 English Language and Composition
A3220200 English Literature and Composition
I3220300 English III
I3220400 English IV
03221100 Research/Technical Writing
03221600 Humanities
03221800 Independent Study in English
03230400 Journalism: Yearbook/Magazine III
03230700 Journalism: Newspaper III
03231000 Independent Study in Journalism
0340400 Oral Interpretation
03240800 Debate III
03241100 Public Speaking III
03241200 Independent Study in Speech
Social Studies
03360100 Advanced Social Science Problems
A3350100 Introductory Psychology
A3330100 United States Government and Politics
A3330200 Comparative Government and Politics
A3340100 United States History
I3340100 United States History
A3340200 European History
I3340500 World Area Studies
A3310100 Microeconomics
A3310200 Macroeconomics
I3310100 Microeconomics
I3310200 Macroeconomics
I3000100 Theory of Knowledge
Mathematics
03100800 Trigonometry
03100900 Elementary Analysis
03101000 Analytic Geometry
03101100 Pre-Calculus
03101200 Calculus
03101700 Advanced Mathematics for Business
03101600 Probability and Statistics
03101800 Number Theory
03101900 Linear Algebra
03102000 Linear Programming
Computer Science
03580200 Computer Science I
03580300 Computer Science II
A3580100 Computer Science I
A3580200 Computer Science II
Advanced Languages (Modern or Classical)
03110400, 500, 600 Arabic
03490400, 500, 600 Chinese
03460400, 500, 600 Czech
03410400, 500, 600, 700 French
03420400, 500, 600, 700 German
03480400, 500, 600 Hebrew
03400400, 500, 600 Italian
03120400, 500, 600 Japanese
03430400, 500, 600, 700 Latin
03470400, 500, 600 Portuguese
03450400, 500, 600 Russian
03440400, 500, 600, 700 Spanish
03996000, 100, 200 Other Advanced Foreign Languages
A3410100 French Language
A3410200 French Literature
A3420100 German Language
A3430100 Latin (Virgil)
A3430200 Latin (Catullus-Horace)
A3440100 Spanish Language
A3440200 Spanish Literature
I3410300 Other languages level III - French
I3410400 Advanced languages I - French
I3410500 Advanced languages II - French
I3420300 Other languages level III - German
I3420400 Advanced languages I - German
I3420500 Advanced languages II - German
I3430300 Advanced languages I - Latin
I3430400 Advanced languages II - Latin
I3440300 Other languages level III - Spanish
I3440400 Advanced languages I - Spanish
I3440500 Advanced languages II - Spanish
I3450300 Other languages level III - Russian
I3450400 Advanced languages I - Russian
I3480300 Other languages level III - Hebrew
I3480400 Advanced languages I - Hebrew
I3480500 Advanced languages II - Hebrew
I3490300 Other languages level III - Chinese
I3490400 Advanced languages I - Chinese
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