The item definitions below are ordered and numbered in the same sequence they appear in the District Detail.
COUNTY NUMBER AND NAME: The county number is a unique identifier assigned to each county for administrative purposes. The numbers correspond to the alphabetic arrangement of county names. (Source: Organization Master Files)
DISTRICT NAME: The name of the district. It includes one of the following designators for the governance system:
ISD (Independent School District): A locally elected board of trustees governs the district.
CSD (Common School District): The commissioners court of the county governs the school district.
MSD (Municipal School District): The city council governs the school district.
Most school districts are independent school districts (ISD). Due to space limitations, the "ISD" designation has been omitted but the other designators, "CSD" and "MSD" have been retained. (Source: Organization Master Files)
REGION: The Education Service Center (ESC) region from which the district receives educational services. This is not the service center assignment based upon geographic location, although in most cases they are the same. There are 20 ESCs serving districts in the state. (Source: Organization Master Files)
CO-OP STATUS: An indicator of whether or not a district participates in a special education cooperative. An "F" indicates the district is a fiscal agent, an "M" indicates the district is a member, and a blank means the district does not participate. For these districts, dollar amounts per student may be distorted because student counts and budgeted expenditures may be reported by different districts. Districts participating in other types of cooperatives are not indicated. (Source: Special Ed. Co-ops)
2. TOTAL NUMBER OF SCHOOLS: A count of campuses in a district which have a unique state-assigned nine-digit identifier and had students enrolled as of October 28, 1994. (Source: Organization Master Files; PEIMS, 110)
3. NUMBER OF REGULAR HIGH SCHOOLS: The number of high school campuses in a district identified by the range of grades offered as reported to the TEA. Seventy-nine percent of the schools that are classified as high schools offer grades 9-12. (Source: Organization Master Files; PEIMS, 110)
4. TOTAL STUDENTS: The number of students in membership as of October 28, 1994, in grades pre-kindergarten through twelve. Membership is defined as the count of students enrolled with an average daily attendance status code that is not equal to zero. Students with a status code of zero, meaning enrolled but not in membership, are not included in this item. Statewide, 6,975 students, or 0.2 percent of all students, are not included in this item. (Source: PEIMS, 110)
5. FIVE YEAR % CHANGE IN TOTAL STUDENTS: The percent change in total students for the five-year period from 1989-90 to 1994-95. (Sources: Fall Survey of Pupils; PEIMS, 110)
6. % AFRICAN AMERICAN: Percentage of total students reported as African American. (Source: PEIMS, 110)
7. % HISPANIC: Percentage of total students reported as Hispanic. (Source: PEIMS, 110)
8. % WHITE: Percentage of total students reported as White. (Source: PEIMS, 110)
9. % OTHER: Percentage of total students reported as other. Other is the combination of Asian/Pacific Islander and Native American counts. (Source: PEIMS, 110)
10. % ECONOMICALLY DISADVANTAGED: Percentage of total students reported as economically disadvantaged. Economically disadvantaged students are those who are eligible for free meals under the National School Lunch and Child Nutrition Program, reduced-price meals under the National School Lunch and Child Nutrition Program, or other public assistance. Students reported with any one of these three status codes may or may not be enrolled in a special program such as compensatory or special education. (Source: PEIMS, 110)
11. % SPECIAL EDUCATION: Students identified as participating in special education expressed as a percent of total students. Students in special education may also be counted in another special program such as career and technology or bilingual/ESL education. (Source: PEIMS, 110)
12. % BILINGUAL/ESL EDUCATION: Students identified as participating in bilingual education or English as a second language (ESL) expressed as a percent of total students. Students in bilingual/ESL education may also be counted in another special program such as special education or career and technology. (Source: PEIMS, 110)
13. % CAREER AND TECHNOLOGY EDUCATION: Students identified as taking career and technology education courses expressed as a percent of total students. Students taking these courses may also be counted in another special program such as special or bilingual education. (Source: PEIMS, 110)
14. % GIFTED AND TALENTED EDUCATION: Students identified and served in state approved gifted and talented programs expressed as a percent of total students. Students in gifted and talented education may also be counted in another special program such as career and technology or bilingual/ESL education. (Source: PEIMS, 110)
15. ATTENDANCE RATE (1993-94): The total number of days students were present in 1993-94 divided by the total number of days students were in membership in 1993-94. Only students in grades 1 through 12 are included in the calculations. (Source: PEIMS, 400)
16. ANNUAL DROPOUT RATE (1993-94): The total number of 1993-94 dropouts reported in grades 7-12 expressed as a percent of the total number of students in membership in grades 7-12 during 1993-94.
Districts with 7-12th graders which reported that no students dropped out have a zero (0) dropout rate. If dropout data are not required for a district because only lower grades are offered, then an "n/a" is printed. A "LT5" will appear in cases where there were fewer than five 7-12th graders, to protect the students' anonymity. (Source: PEIMS, 201, 400)
17. NUMBER OF GRADUATES (CLASS OF 1994): The number of students who graduated during the 1993-94 school year, including the summer of 1994. Counts of graduates identified as receiving special education services are included in this total. (Source: PEIMS, 202)
18. % PASSING ALL TESTS TAKEN: The total number of students who passed all the tests they attempted expressed as a percentage of the total number of students who took one or more tests. The performance of students tested in grades 3 through 8 and 10 in reading and mathematics, and grades 4, 8, and 10 in writing are included. Science and social studies results are not included. Special education students and their scores have been excluded. A "LT5" will appear in cases where fewer than five students were tested, to protect the students' anonymity. Also, if no students were tested, an "n/a" is printed. (Source: TAAS)
19. % PASSING READING: For all grades, the total number of students who passed reading, expressed as a percentage of the total number of students tested in reading. Special education students and their scores have been excluded. A "LT5" will appear in cases where fewer than five students were tested, to protect the students' anonymity. If no students were tested, an "n/a" is printed. In the spring of 1995, reading was administered to students in grades 3 through 8 and 10. (Source: TAAS)
20. % PASSING WRITING: For all grades, the number of students who passed writing, expressed as a percentage of the total number of students tested in writing. Special education students and their scores have been excluded. A "LT5" will appear in cases where fewer than five students were tested, to protect the students' anonymity. If no students were tested, an "n/a" is printed. In the spring of 1995, writing was administered to students in grades 4, 8, and 10 only. (Source: TAAS)
21. % PASSING MATHEMATICS: For all grades, the number of students who passed mathematics, expressed as a percentage of the total number of students tested in mathematics. Special education students and their scores have been excluded. A "LT5" will appear in cases where fewer than five students were tested, to protect the students' anonymity. If no students were tested, an "n/a" is printed. In the spring of 1995, mathematics was administered to students in grades 3 through 8 and 10. (Source: TAAS)
22. % AFRICAN AMERICAN STUDENTS PASSING: For all grades and the subject areas of reading, writing, and mathematics, the number of African American students who passed all the tests they attempted, expressed as a percentage of the total number of African American students tested on at least one examination. Special education students and their scores have been excluded. A "LT5" will appear in cases where fewer than five students were tested, to protect the students' anonymity. If no students were tested, an "n/a" is printed. (Source: TAAS)
23. % HISPANIC STUDENTS PASSING: For all grades and the subject areas of reading, writing, and mathematics, the number of Hispanic students who passed all the tests they attempted, expressed as a percentage of the total number of Hispanic students tested on at least one examination. Special education students and their scores have been excluded. A "LT5" will appear in cases where fewer than five students were tested, to protect the students' anonymity. If no students were tested, an "n/a" is printed. (Source: TAAS)
24. % WHITE STUDENTS PASSING: For all grades and the subject areas of reading, writing, and mathematics, the number of White students who passed all the tests they attempted, expressed as a percentage of the total number of White students tested on at least one examination. Special education students and their scores have been excluded. A "LT5" will appear in cases where fewer than five students were tested, to protect the students' anonymity. If no students were tested, an "n/a" is printed. (Source: TAAS)
25. % OTHER STUDENTS PASSING: For all grades and the subject areas of reading, writing, and mathematics, the number of Asian/Pacific Islander and Native American students who passed all the tests they attempted, expressed as a percentage of the total number of Asian/Pacific Islander and Native American students tested on at least one examination. Special education students and their scores have been excluded. A "LT5" will appear in cases where fewer than five students were tested, to protect the students' anonymity. If no students were tested, an "n/a" is printed. (Source: TAAS)
26. % ECONOMICALLY DISADVANTAGED STUDENTS PASSING: For all grades and the subject areas of reading, writing, and mathematics, the number of economically disadvantaged students who passed all the tests they attempted, expressed as a percentage of the total number of economically disadvantaged students tested on at least one examination. Special education students and their scores have been excluded. A "LT5" will appear in cases where fewer than five students were tested, to protect the students' anonymity. If no students were tested, an "n/a" is printed. (Source: TAAS)
27. PERCENT TESTED (CLASS OF 1994): The count of students expected to graduate who took either the Scholastic Aptitude Test (SAT) or the enhanced ACT of the American College Testing program at least once prior to April 1994 for the SAT or prior to July 1994 for the ACT, expressed as a percent of all graduates. Note that the count of graduates in the denominator does not include special education graduates. (Source: SAT/ACT File; PEIMS, 202)
28. PERCENT AT OR ABOVE CRITERION (CLASS OF 1994): The count of students expected to graduate who, on their most recent test, scored at or above the criterion score (1000 on the SAT or 24 on the ACT) expressed as a percent of all graduates. Note that the count of graduates in the denominator does not include special education graduates. (Source: SAT/ACT File; PEIMS, 202)
29. SAT-MEAN TOTAL SCORE (CLASS OF 1994): The sum of the mathematics and verbal portions of the SAT divided by the number of students tested. Total scores for the SAT range from 400 to 1600. These results include only the most recent scores received by graduates on an SAT taken anytime during their high school years. Scores are reported for 12th graders who expected to graduate during the 1993-94 school year.
If no students were tested or no scores were reported, then an "n/a" is printed. A "LT5" will appear in cases where fewer than five students were tested, to protect the confidentiality of the students' test scores.
Only the March 1994 administration of the new SAT I is included with the class of 1994 scores; thus, the traditional SAT test title is retained in this year's report. (Source: SAT/ACT File)
30. ACT-MEAN COMPOSITE SCORE (CLASS OF 1994): The average of the ACT composite scores (an average of English, mathematics, reading, and science reasoning portions of the ACT), created by summing the composite scores and dividing by the number of students tested. Composite scores for the ACT range from 1 to 36. Composite scores include only the most recent scores received by graduates during either their junior or senior years. Scores are reported for 12th graders who expected to graduate during the 1993-94 school year.
Since October 1989, a revised ACT, the Enhanced ACT Assessment, has been administered. All uses of the term ACT in this publication refer to this revised test.
If no students were tested or no scores were reported, then an "n/a" is printed. A "LT5" will appear in cases where fewer than five students were tested, to protect the confidentiality of students' test scores. (Source: SAT/ACT File)
31. TOTAL STAFF FTE: A count of all personnel employed by the school district as of fall 1994, including both professional and non-professional positions. All staff counts are expressed as full-time equivalents (FTEs). The appropriate portion of an FTE is allocated to each of the responsibilities associated with an individual based on a percentage of total time worked. (Source: PEIMS, 050)
32. TOTAL TEACHER FTE: The FTE count of personnel categorized as teachers, including special duty and substitute teachers. (Source: PEIMS, 050, 090)
33. % CENTRAL ADMINISTRATIVE: The FTE count of personnel classified as administrators in the central office expressed as a percent of total staff FTEs. Central office administrators include superintendents, assistant superintendents, business managers, tax assessor-collectors, and directors of personnel, as well as instructional officers and athletic directors, if reported with a "700" campus code. (Source: PEIMS, 050, 090)
34. % CAMPUS ADMINISTRATIVE: The FTE count of personnel classified as campus administrators expressed as a percent of total staff FTEs. Campus administrators include principals and assistant principals, as well as instructional officers and athletic directors, if reported with a campus code other than "700" (Source: PEIMS, 050, 090)
35. % PROFESSIONAL SUPPORT STAFF: The FTE count of personnel categorized as support staff expressed as a percent of total staff FTEs. Support staff are defined as therapists, psychologists, counselors, diagnosticians, physicians and nurses, librarians, supervisors, department heads, registrars, and miscellaneous other support roles. (Source: PEIMS, 050, 090)
36. % TEACHERS: The teacher FTE count expressed as a percent of total staff FTEs. (Source: PEIMS, 050, 090)
37. % EDUCATIONAL AIDES: The FTE count of personnel categorized as educational aides, or educational aides/interpreters, expressed as a percent of total staff FTEs. Educational aides perform routine classroom tasks under the general supervision of a certified teacher or teaching team. Interpreters translate for students who are deaf or hearing-impaired. (Source: PEIMS, 050, 090)
38. % AUXILIARY STAFF: The FTE count of personnel categorized as auxiliary staff expressed as a percent of total staff FTEs. Auxiliary staff are those personnel for whom no role is reported. Examples include cafeteria workers and bus drivers. (Source: PEIMS, 050, 090)
39. AVERAGE CENTRAL ADMINISTRATIVE SALARY: The total salary of central administrators divided by the total FTE count of central administrators. The total salary amount is base pay only; any supplements are excluded. (Source: PEIMS, 060)
40. AVERAGE CAMPUS ADMINISTRATIVE SALARY: The total salary of campus administrators divided by the total FTE count of campus administrators. The total salary amount is base pay only; any supplements are excluded. (Source: PEIMS, 060)
41. AVERAGE PROFESSIONAL SUPPORT STAFF SALARY: The total salary of professional support staff divided by the total FTE count of professional support staff. The total salary amount is base pay only; any supplements are excluded. (Source: PEIMS, 060)
42. AVERAGE TEACHER SALARY: The total salary of teachers divided by the total FTE count of teachers. The total salary amount is base pay only; any supplements are excluded. (Source: PEIMS, 060)
43. % MINORITY: The FTE count of all personnel reported as non-White expressed as a percent of total staff FTEs. (Source: PEIMS, 040)
44. NUMBER OF STUDENTS PER TOTAL STAFF: The total number of students divided by the total staff FTE count. (Source: PEIMS, 050, 110)
45. NUMBER OF STUDENTS PER TEACHER: The total number of students divided by the total teacher FTE count. (Source: PEIMS, 090, 110)
46. % TEACHERS WITH 1 OR MORE PERMITS: The FTE count of teachers holding at least one permit as of fall 1994, expressed as a percent of the total teacher FTE count. Teachers with multiple permits are counted only once.
ESCs issue four types of permits that meet different situations and require different qualifications: emergency teaching for certified personnel, emergency teaching for uncertified personnel, nonrenewable, and temporary exemption. District superintendents may activate temporary classroom assignment permits without TEA approval. Teachers holding one or more of any of these five types of permits are included in the count. (Source: PEIMS, 081)
47. % WITH 5 OR FEWER YEARS OF EXPERIENCE: The FTE count of teachers with zero through five total years of professional experience expressed as a percent of the total teacher FTE count. Total years of professional experience includes experience earned in another Texas school district or in another state. (Source: PEIMS, 040)
48. AVERAGE YEARS OF EXPERIENCE: A weighted average obtained by multiplying each teacher's FTE count by his or her years of experience, summing for all weighted counts, and then dividing by total teacher FTEs. Adjustments have been made so that teachers with zero years of experience are appropriately weighted in the formula. (Source: PEIMS, 040)
49. % WITH ADVANCED DEGREES: The FTE count of teachers with master's or doctoral degrees expressed as a percent of total teachers. (Source: PEIMS, 040)
50. TEACHER TURNOVER RATE: The total FTE count of teachers not employed in the district in the fall of 1994-95 who were employed in the district in the fall of 1993-94, divided by the total teacher FTE count for the fall of 1993-94. (Source: PEIMS, 050, 090)
51. % AFRICAN AMERICAN: The FTE count of teachers reported as African American expressed as a percent of total teacher FTEs. (Source: PEIMS, 040)
52. % HISPANIC: The FTE count of teachers reported as Hispanic expressed as a percent of total teacher FTEs. (Source: PEIMS, 040)
53. % WHITE: The FTE count of teachers reported as White expressed as a percent of total teacher FTEs. (Source: PEIMS, 040)
54. % OTHER: The FTE count of teachers reported as Asian/Pacific Islander or Native American expressed as a percent of total teacher FTEs. (Source: PEIMS, 040)
55. % REGULAR EDUCATION: The FTE count of teachers identified as serving students receiving regular education instruction expressed as a percent of total teacher FTEs. (Source: PEIMS, 090)
56. % SPECIAL EDUCATION: The FTE count of teachers identified as serving students receiving special education instruction expressed as a percent of total teacher FTEs. (Source: PEIMS, 090)
57. % COMPENSATORY EDUCATION: The FTE count of teachers identified as serving students receiving compensatory education instruction expressed as a percent of total teacher FTEs. (Source: PEIMS, 090)
58. % BILINGUAL/ESL EDUCATION: The FTE count of teachers identified as serving students receiving bilingual education or English as a second language (ESL) instruction expressed as a percent of total teacher FTEs. (Source: PEIMS, 090)
59. % CAREER AND TECHNOLOGY EDUCATION: The FTE count of teachers identified as serving students receiving career and technology education instruction expressed as a percent of total teacher FTEs. (Source: PEIMS, 090)
60. % OTHER EDUCATION (INCLUDES GIFTED AND TALENTED): The FTE count of teachers identified as serving students receiving gifted and talented education instruction, students in honors classes, and students served in migrant programs, expressed as a percent of total teacher FTEs. On average, 99 percent of this category consists of teachers serving gifted and talented or honor students. (Source: PEIMS, 090)
61. TAXABLE VALUE PER PUPIL: The district's total taxable property value in 1994 as determined by the Comptroller's Property Tax Division (CPTD), divided by the total number of students in the district in 1994-95. This per pupil figure is often referred to as "wealth." Property value is determined by the CPTD as part of its annual study which attempts to present uniformly appraised property valuations statewide. The CPTD value is calculated by applying ratios created from uniform independent appraisals to the district's assessed valuations. (Sources: CPTD Study; PEIMS, 110)
62. EQUALIZED TOTAL TAX RATE: The sum of the district maintenance and operation (M&O) and debt service (Interest & Sinking fund) effective tax rates. The components of this total rate are calculated by dividing the 1994 levy amounts by the CPTD taxable value for 1994. Rates are expressed per $100 of taxable value. (NOTE: The CPTD taxable value is not the same as the locally assessed value.) (Sources: CPTD Study; CPTD Self Report)
63. STATE AID PER PUPIL: The amount of state money allocated to the school district under the Foundation School Program divided by the district's total student count. (Sources: Foundation Master; PEIMS 110)
64. TOTAL REVENUE: Budgeted revenue from all local, state, and federal sources, except for receipts from the sale of bonds and other revenues budgeted in fund 600, the capital projects fund. Bulletin 679, Financial Accounting Manual sets standards for the accounting of revenues. (Source: PEIMS, 030)
65. TOTAL REVENUE PER PUPIL: Total revenue divided by total students. (Source: PEIMS, 030, 110)
66. % STATE: Revenue from state sources, such as per capita and foundation program payments, revenue from other state-funded programs and revenue from other state agencies, expressed as a percent of total revenue. (Source: PEIMS, 030)
67. % LOCAL AND OTHER: Revenue from local taxes, other local sources, and intermediate sources expressed as a percent of total revenue. (Source: PEIMS, 030)
68. % FEDERAL: Revenue received directly from the federal government or distributed by the TEA for career and technology education, for programs for educationally disadvantaged children, for food service programs, and for other federal programs, expressed as a percent of total revenue. (Source: PEIMS, 030)
69. FUND BALANCE (END OF 1993-94): For each district, the amount of unencumbered surplus fund balance that existed at the end of the 1993-94 school year. In most districts, this amount is equivalent to the fund balance at the beginning of 1994-95. (Source: Financial Audit Report)
70. % FUND BALANCE (OF 1994-95 BUDGET): The amount of unencumbered surplus fund balance expressed as a percent of the total budgeted expenditures for the current year (1994-95). (Source: Financial Audit Report; PEIMS, 030)
71. TOTAL EXPENDITURES: Budgeted outlays of money for all functions and objects, except for expenditures budgeted in fund 600, the capital projects fund. Bulletin 679, Financial Accounting Manual sets standards for the accounting of expenditures.
Expenditures are accounted for using codes for fund, function, object, organization, and in some cases, program area. (Source: PEIMS, 030)
72. % INSTRUCTIONAL: The percentage of total expenditures budgeted for instructional expenditures in the district. Instructional expenditures include expenditures for all activities dealing directly with the instruction of pupils, including instruction aided with computers. (Source: PEIMS, 030)
73. % CENTRAL ADMINISTRATIVE: The percentage of total expenditures budgeted for central administrative expenditures in the district. Central administrative expenditures include expenditures for the general administration of the district, the development of personnel and curriculum, and data processing services. (Source: PEIMS, 030)
74. % CAMPUS ADMINISTRATIVE: The percentage of total expenditures budgeted for campus administrative expenditures in the district. Campus administrative expenditures include expenditures for the operation and management of a school. (Source: PEIMS, 030)
75. % PLANT SERVICES: The percentage of total expenditures budgeted for physical plant maintenance and operation. (Source: PEIMS, 030)
76. % OTHER OPERATING: The percentage of total expenditures budgeted for all other operating expenditures in the district. Other operating expenditures include expenditures for support services, pupil transportation, food services, and cocurricular activities. (Source: PEIMS, 030)
77. % NON-OPERATING: The percentage of total expenditures budgeted for non-operating expenditures in the district. Non-operating expenditures include capital outlay expenditures not made from fund 600, the capital projects fund; debt service expenditures; and ancillary services expenditures. (Source: PEIMS, 030)
78. TOTAL OPERATING EXPENDITURES: The sum of all expenditures budgeted for the operation of the district. The operating expenditures are a subset of the total expenditures; they do not include debt service, capital outlay, or ancillary services. (Source: PEIMS, 030)
79. TOTAL OPERATING EXPENDITURES PER PUPIL: Total operating expenditures divided by total students. (Source: PEIMS, 030, 110)
80. TOTAL INSTRUCTIONAL EXPENDITURES: The sum of budgeted expenditures for all activities dealing directly with the instruction of pupils, including instruction through the use of computers. (Source: PEIMS, 030)
81. TOTAL INSTRUCTIONAL EXPENDITURES PER PUPIL: Budgeted instructional expenditures divided by total students. (Source: PEIMS, 030, 110)
82. % REGULAR EDUCATION: Expenditures budgeted for the regular education program expressed as a percent of total instructional expenditures. (Source: PEIMS, 030)
83. % SPECIAL EDUCATION: Expenditures budgeted for the special education program expressed as a percent of total instructional expenditures. (Source: PEIMS, 030)
84. % COMPENSATORY EDUCATION: Expenditures budgeted for the compensatory education program expressed as a percent of total instructional expenditures. (Source: PEIMS, 030)
85. % BILINGUAL/ESL EDUCATION: Expenditures budgeted for the bilingual education and ESL programs expressed as a percent of total instructional expenditures. (Source: PEIMS, 030)
86. % CAREER AND TECHNOLOGY EDUCATION: Expenditures budgeted for the career and technology education program expressed as a percent of total instructional expenditures. (Source: PEIMS, 030)
87. % GIFTED AND TALENTED EDUCATION: Expenditures budgeted for the gifted and talented education program expressed as a percent of total instructional expenditures. (Source: PEIMS, 030)
