Unlike the 2014–15 state accountability reports, TAPR, and School Report Card, data used in these reports include the results of STAAR Accommodated, STAAR Alternate 2, and STAAR grades 3–8 mathematics. The data for both the Student Success Initiative (SSI) and the progress of students who did not meet the satisfactory standard on STAAR the previous year are identical to those data found in TAPR.
The information below describes what comprises the TPRS and explains which student groups are included in each section of the TPRS.
STAAR Performance Results—All Students (all students, whether or not they were part of the accountability subset)
TAB 1
TAPR Student Groups
All Students, African American, Hispanic, White, American Indian, Asian, Pacific Islander, Two or More Races, Special Education, Economically Disadvantaged, and English Language Learners (ELL)
TAB 2
Additional Student Groups
Economically Disadvantaged, Non-Economically Disadvantaged, Male, Female, Special Education, Non-Special Education, At Risk, Non-At Risk, Migrant, and Non-Migrant
STAAR Performance Results—Accountability Subset (only those students included in the accountability subset)
TAB 3
TAPR Student Groups
All Students, African American, Hispanic, White, American Indian, Asian, Pacific Islander, Two or More Races, Special Education, Economically Disadvantaged, and English Language Learners (ELL)
TAB 4
Additional Student Groups
Economically Disadvantaged, Non-Economically Disadvantaged, Male, Female, Special Education, Non-Special Education, At Risk, Non-At Risk, Migrant, and Non-Migrant
TAB 5
English Language Learners (ELL) and Career and Technical Education (CTE) Student Groups
English Language Learners (ELL), Non-ELL, First-Year Monitored Limited English Proficient (LEP), Second-year Monitored LEP, Career and Technical Education (CTE) Coherent Sequence, Non-CTE, and CTE Elective
TAB 6
Bilingual Education (BE)/English as a Second Language (ESL) Student Groups
(District, Region, and State only)
BE Program Total, Transitional BE/Early Exit, Transitional BE/Late Exit, Dual Language Immersion/Two-Way, Dual Language Immersion/One-Way, ESL Program Total, ESL/Content-Based, ESL/Pull-Out, LEP Students Not Served by BE/ESL Instruction, LEP Students Served by BE/ESL Instruction, and Total ELL
STAAR Participation Results (all students, whether or not they were part of the accountability subset)
Reported by subject with all grades combined
TAB 7
TAPR Student Groups
All Students, African American, Hispanic, White, American Indian, Asian, Pacific Islander, Two or More Races, Special Education, Economically Disadvantaged, and English Language Learners.
TAB 8
Additional Student Groups
Economically Disadvantaged, Non-Economically Disadvantaged, Male, Female, Special Education, Non-Special Education, At Risk, Non-At Risk, Migrant, and Non-Migrant.
TAB 9
TAPR Student Groups (Only those students receiving special education services)
All Students served in Special Education, African American, Hispanic, White, American Indian, Asian, Pacific Islander, Two or More Races, Economically Disadvantaged, and English Language Learners (ELL)
TAB 10
Additional Student Groups(Only those students receiving special education services)
Economically Disadvantaged, Non-Economically Disadvantaged, Male, Female, At Risk, Non-At Risk, Migrant, and Non-Migrant
Other Reports
TAB 11
Postsecondary Readiness Indicators
Reported by TAPR student group when available
Attendance Rates
Annual Dropout Rates
Longitudinal Rates
RHSP/DAP Graduates
Advanced/Dual-Credit Course Completion
CTE Coherent Sequence Graduates
College-Ready Graduates
College and Career Ready Graduates
AP/IB Participation
AP/IB Performance
SAT/ACT Performance
SAT/ACT Average Score
Graduates Enrolled an Institution of Higher Education (IHE) in Texas
Graduates in a Texas IHE Who Complete at least One Year Without Remediation
