School accountability ratings are based on the percent of students
passing the TAKS, percent of SDAA tests that met ARD expectations,
high school completion rate, and dropout rate for grades 7 &
8. Standards for TAKS, completion rate, and dropout rates must
be met for All Students as well as for student groups
(African American, Hispanic, White, and Economically
Disadvantaged). Performance on SDAA must be met for All
Students.
Gold Performance Acknowledgment:
Some schools may also qualify for Gold Performance Acknowledgments
for high performance on Advanced Courses, AP/IB, Attendance,
Commended Performance on TAKS, SAT/ACT, Recommended High School
Program, or TAAS/TASP Equivalency.
Paired Schools: Schools
that reported enrollment but did not have grades in which the
TAKS test is given (such as K-2 schools), were paired with schools
with which they had a "feeder" relationship to determine
accountability ratings.
TAKS Met 2004 Passing Standard:
The TAKS (Texas Assessment of Knowledge and Skills) is a standardized
test that students in grades 3 through 11 must take. TAKS measures
the extent that a student has learned, understood, and is able
to apply the important concepts and skills expected at each tested
grade level. Students are assessed in English language arts (grades
10 & 11), reading (grades 3-9), mathematics (grades 3-11),
writing (grades 4 & 7), science (grades 5, 10 & 11), and
social studies (grades 8, 10 & 11). Results shown include
only the performance of those students who were enrolled at the
campus by October 31, 2003. Results are summed across grades for
all grades tested at the school.
SDAA Examinations: The State-Developed
Alternative Assessment is for special education students in grades
3-8 who are receiving instruction in the curriculum (Texas Essential
Knowledge and Skills) but for whom the TAKS test is not an appropriate
measure of their academic progress. SDAA tests are given in reading,
writing, and mathematics. The SDAA is designed to measure growth
based on the student's ARD (Admissions, Review, and Dismissal)
committee expectations. Results are summed across grades and subject
areas. This is a single measure showing the percent of SDAA tests
taken that met ARD expectations, summed across grades (3rd, 4th,
5th, 6th, 7th, and/or 8th) and subjects (reading, writing and/or
mathematics)
TAKS/SDAA Exemptions:
The report shows the percent of students who were exempted on
every test, by exemption category. A student may be exempted from
a test if he or she has received a special education (ARD) exemption
or a limited-English proficiency (LEP) exemption.
Progress of Prior Year TAKS Failers:
This measure shows the percent of students who failed the TAKS
in 2003 but passed in 2004.
Student Success Initiative (SSI):
Students in 3rd grade must pass the TAKS reading test in order
to be promoted to the 4th grade. They were given three opportunities
to pass: March, April, and July. Depending on grade span and information
available for your school, up to four measures are shown: (1)
Students Requiring Accelerated Instruction shows the
percent of 3rd graders who did not pass TAKS reading or were absent
during the first administration. (2) TAKS Cumulative Met Standard
shows the percent of students who took and passed the test during
either the March or April administration. (3) TAKS Failers
Promoted by Grade Placement Committee shows the percent of
students who failed all TAKS reading attempts but were promoted
to grade 4 by their grade placement committee. (4) TAKS Met
Standard shows two calculations for students who failed all
administrations of TAKS grade 3 reading in 2003: the percent who
were promoted by their grade placement committee and subsequently
passed the 2004 TAKS reading in grade 4, and the percent who were
retained in grade 3 and subsequently passed the 2004 TAKS reading
in grade 3.
Attendance Rate: The report
shows the attendance rate for the entire school year for students
in grades 1-12.
Annual Dropout Rate (gr. 7-8):
The report shows what percent of grade 7-8 students dropped out
in the 2002-03 and 2001-02 school years.
Completion: This indicator
takes students who started 9th grade in 1999-2000 and shows their
status in 2003. Two measures are provided: (1) Completion/Student
Status Rate shows the percent of students who graduated,
received a GED, continued high school, or dropped out. (2) Completion
Rate (Accountability Indicator) sums the percent of students
who graduated or received a GED. The same information is given
for the class of 2002.
Recommended High School Program Graduates:
The report shows the percent of graduates for the class of 2003
and 2002 who satisfied the requirements for the Texas State Board
of Education Recommended High School Program or the Distinguished
Achievement Program.
TAAS/TASP Equivalency:
This shows the percent of graduates in the class of 2003 and 2002
who did well enough on the exit-level TAAS to have a 75% likelihood
of passing the Texas Academic Skills Program (TASP) test. The
TASP test measures reading, writing, and mathematics skills.
College Readiness - Texas Success
Initiative: The Texas Success Initiative (TSI) is a program
for improving student success at colleges and universities. This
indicator shows the percent of students who scored high enough
on the TAKS to be exempted from the TSI requirements.
SAT/ACT Results: The report
provides four measures: (1) Tested shows the percent
of graduates who took either the SAT or the ACT. (2) At/Above
Criterion shows the percent of graduates who scored at or
above the "Criterion Score" (criterion score is 1110
for SAT and 24 for ACT). (3) & (4) Mean SAT Score
and Mean ACT Score show the average score on the SAT
and ACT. Information is shown for the class of 2003 and 2002.
Class Size Averages by Grade
and Subject: Class sizes are calculated from teacher
class schedules. For example, the number of students in science
is summed and divided by a count of the science classes. Elementary
classes are shown by grade; secondary classes are shown by subject.
Number of Students per Teacher:
The report shows the total number of students in membership,
divided by the total number of teachers (expressed as full-time
equivalents) at the school.
Instructional Staff Percent: This
new measure indicates the percentage of the district's full-time
equivalent employees whose job function was to directly provide
classroom instruction to students during the 2003-04 school year.
Instructional Expenditure Ratio:
This new measure shows the percent of the district's total actual
expenditures for the 2002-03 fiscal year that were used to fund
direct instructional activities.
Expenditures per Student: This
value shows actual 2002-03 expenditures for groups of functions
divided by the total number of 2002-03 students. Note that the
number shown is not the amount actually spent on each and every
student, but rather a per-pupil average of the total. Per pupil
expenditures are shown for total expenditures and for three groupings
of operating categories.
