Texas Education Agency
2015-16 Federal Report Card for Texas Public Schools
District Name: GEORGETOWN ISD
District ID: 246904

Part I: Student Achievement by Proficiency Level

This section provides the State of Texas Assessments of Academic Readiness (STAAR) performance results for each subject area and grade level tested in the 2015-16 school year. These results include all students tested, whether or not they were in the accountability subset.

  State Region
13
District African
American
Hispanic White American
Indian
Asian Pacific
Islander
Two or
More
Races
Special
Ed
Econ
Disadv
ELL Female Male Migrant
STAAR Percent At or Above Level II Satisfactory Standard (2016) or Phase-in 1 Level II (2015)
 
   Grade 3
      Reading 2016 72% 76% 74% 60% 64% 85% * * * 91% 37% 62% 52% 80% 69% *
  2015 74% 77% 79% 81% 68% 89% * 100% - 79% 49% 69% 62% 82% 76% -
 
      Mathematics 2016 74% 77% 74% 56% 66% 83% * * * 87% 39% 63% 61% 75% 73% *
  2015 74% 77% 79% 69% 71% 88% * 100% - 79% 54% 70% 67% 80% 79% -
 
   Grade 4
      Reading 2016 74% 76% 75% 56% 64% 87% * 83% * 83% 35% 62% 48% 80% 70% -
  2015 71% 74% 75% 48% 62% 87% * 77% - 79% 41% 61% 46% 77% 73% *
 
      Mathematics 2016 72% 75% 72% 60% 62% 82% * 83% * 83% 46% 60% 50% 73% 72% -
  2015 71% 73% 75% 46% 64% 86% * 77% - 63% 41% 60% 55% 75% 74% *
 
      Writing 2016 68% 70% 66% 56% 55% 77% * 71% * 74% 32% 54% 39% 72% 61% -
  2015 67% 68% 65% 41% 56% 76% * 59% - 50% 29% 51% 43% 69% 62% *
 
   Grade 5
      Reading 2016 80% 82% 81% 69% 72% 88% * 83% - 73% 47% 70% 53% 82% 80% *
  2015 83% 86% 88% 86% 79% 95% * 83% * 95% 54% 79% 65% 90% 86% *
 
      Mathematics 2016 85% 86% 86% 65% 83% 91% * 87% - 70% 52% 80% 80% 87% 86% *
  2015 75% 78% 81% 62% 72% 89% * 100% * 82% 41% 69% 64% 81% 81% *
 
      Science 2016 73% 75% 68% 44% 54% 81% * 78% - 52% 34% 53% 33% 65% 71% *
  2015 69% 72% 71% 48% 54% 84% * * * 91% 30% 53% 31% 69% 72% *
 
   Grade 6
      Reading 2016 68% 72% 69% 56% 55% 82% * * * 64% 23% 51% 29% 71% 68% *
  2015 73% 77% 78% 63% 67% 87% * 100% * 86% 34% 64% 34% 80% 76% -
 
      Mathematics 2016 71% 74% 71% 45% 60% 82% * * * 64% 27% 56% 43% 68% 73% *
  2015 72% 76% 76% 67% 65% 85% * 100% * 76% 38% 65% 45% 77% 75% -
 
   Grade 7
      Reading 2016 69% 74% 70% 52% 55% 83% * 85% * 62% 28% 55% 26% 77% 63% -
  2015 72% 75% 71% 64% 56% 85% * 63% - 72% 23% 57% 22% 75% 67% -
 
      Mathematics 2016 68% 68% 65% 48% 50% 77% * 100% * 48% 28% 48% 24% 66% 64% -
  2015 68% 70% 69% 60% 56% 80% * * - 67% 27% 56% 33% 69% 68% -
 
      Writing 2016 68% 72% 69% 58% 55% 78% * 92% * 76% 25% 55% 26% 78% 60% -
  2015 69% 71% 66% 60% 53% 79% * 63% - 50% 14% 52% 22% 76% 57% -
 
   Grade 8
      Reading 2016 85% 87% 86% 86% 77% 92% * 67% * 95% 35% 76% 39% 90% 82% -
  2015 84% 86% 85% 58% 77% 93% 100% 90% * 92% 34% 73% 46% 87% 84% *
 
      Mathematics 2016 80% 83% 66% 58% 58% 76% * * - 87% 27% 59% 39% 69% 63% -
  2015 71% 76% 61% 50% 54% 71% * * * 56% 17% 51% 32% 63% 60% *
 
      Science 2016 73% 76% 68% 50% 52% 83% * 67% * 79% 25% 53% 15% 67% 69% -
  2015 67% 73% 69% 39% 53% 84% 83% 90% * 68% 13% 48% 17% 70% 69% *
 
      Social Studies 2016 62% 68% 57% 45% 37% 74% * * * 63% 23% 37% 9% 55% 58% -
  2015 61% 67% 61% 39% 40% 79% 100% 60% * 64% 11% 35% 7% 59% 63% *
 
   End of Course
      English I 2016 63% 66% 66% 48% 53% 80% 100% 83% * 68% 11% 49% 15% 75% 59% *
  2015 66% 70% 74% 63% 66% 81% * 86% - 90% 34% 63% 22% 81% 69% *
 
      English II 2016 66% 70% 71% 67% 58% 82% * 75% * 76% 23% 55% 19% 79% 65% -
  2015 69% 73% 78% 56% 69% 86% * 88% - 77% 43% 63% 32% 83% 74% *
 
      Algebra I 2016 76% 77% 76% 62% 68% 85% * 75% * 69% 29% 64% 46% 80% 73% *
  2015 77% 80% 85% 73% 77% 93% * 89% - 73% 30% 75% 49% 86% 84% -
 
      Biology 2016 86% 88% 84% 75% 75% 94% 100% 100% * 80% 40% 72% 53% 88% 81% *
  2015 88% 90% 88% 76% 80% 95% * 100% - 85% 45% 78% 48% 90% 86% -
 
      U.S. History 2016 90% 92% 92% 82% 87% 96% * 100% - 100% 53% 85% 46% 93% 92% *
  2015 88% 91% 94% 88% 89% 97% 100% 92% - 100% 71% 88% 57% 93% 95% *
 
   All Grades
      All Subjects 2016 74% 76% 73% 59% 62% 84% 92% 79% 82% 75% 32% 60% 41% 76% 71% 82%
  2015 73% 76% 76% 61% 65% 86% 85% 80% 100% 76% 35% 63% 45% 78% 74% 76%
 
      Reading 2016 72% 75% 74% 63% 62% 85% 96% 77% 89% 76% 28% 60% 37% 79% 69% *
  2015 74% 77% 78% 64% 68% 88% 85% 85% * 84% 40% 66% 46% 82% 75% 83%
 
      Mathematics 2016 75% 77% 73% 57% 64% 83% 81% 82% 75% 73% 36% 62% 52% 74% 72% *
  2015 73% 76% 76% 61% 66% 85% 88% 84% * 72% 36% 64% 53% 76% 75% *
 
      Writing 2016 68% 71% 67% 57% 55% 78% 83% 85% * 75% 29% 55% 34% 75% 60% -
  2015 68% 70% 66% 53% 54% 78% * 60% - 50% 23% 51% 36% 72% 60% *
 
      Science 2016 77% 80% 74% 57% 61% 86% 100% 81% * 71% 34% 60% 35% 74% 74% *
  2015 75% 78% 77% 58% 64% 88% 78% 82% * 81% 30% 61% 32% 77% 77% *
 
      Social Studies 2016 76% 80% 75% 61% 62% 86% * 71% * 82% 38% 58% 22% 74% 76% *
  2015 74% 79% 78% 68% 64% 89% 100% 77% * 77% 36% 61% 21% 77% 79% *
 
STAAR Percent at Final Level II or Above
 
   All Grades
      All Subjects 2016 42% 48% 41% 26% 28% 54% 53% 49% 50% 39% 15% 25% 11% 43% 40% 18%
  2015 38% 44% 43% 25% 29% 56% 45% 45% 58% 43% 16% 26% 11% 44% 42% 12%
 
      Reading 2016 42% 48% 45% 28% 31% 58% 65% 52% 44% 47% 14% 28% 11% 51% 40% *
  2015 40% 47% 48% 27% 33% 62% 46% 47% * 47% 19% 29% 12% 51% 44% 33%
 
      Mathematics 2016 40% 45% 37% 25% 25% 50% 25% 49% 38% 32% 15% 23% 16% 36% 39% *
  2015 36% 41% 39% 22% 26% 51% 35% 45% * 39% 17% 24% 15% 38% 40% *
 
      Writing 2016 39% 44% 36% 29% 25% 46% 50% 65% * 32% 17% 22% 9% 44% 29% -
  2015 31% 36% 31% 16% 21% 41% * 27% - 24% 12% 17% 6% 37% 26% *
 
      Science 2016 44% 51% 41% 20% 28% 55% 64% 38% * 36% 13% 24% 6% 40% 42% *
  2015 40% 47% 45% 22% 28% 61% 56% 55% * 46% 13% 25% 6% 43% 47% *
 
      Social Studies 2016 45% 52% 45% 28% 30% 57% * 41% * 47% 18% 26% 3% 40% 50% *
  2015 41% 48% 46% 39% 33% 56% 55% 59% * 51% 16% 30% 3% 41% 51% *
 
STAAR Percent at Level III Advanced
 
   All Grades
      All Subjects 2016 17% 21% 16% 7% 8% 23% 15% 20% 32% 14% 3% 7% 3% 16% 15% 0%
  2015 14% 19% 16% 6% 8% 24% 7% 24% 25% 17% 4% 7% 2% 17% 16% 0%
 
      Reading 2016 16% 21% 17% 9% 9% 25% 13% 26% 22% 17% 3% 8% 3% 20% 14% *
  2015 15% 21% 19% 8% 9% 27% 8% 25% * 23% 5% 8% 3% 21% 17% 0%
 
      Mathematics 2016 17% 21% 15% 7% 8% 23% 19% 24% 38% 13% 4% 7% 4% 14% 16% *
  2015 14% 18% 15% 6% 8% 21% 12% 15% * 11% 5% 7% 3% 14% 15% *
 
      Writing 2016 14% 17% 11% 6% 5% 17% 17% 10% * 9% 3% 4% 1% 15% 8% -
  2015 8% 11% 7% 0% 2% 12% * 7% - 3% 1% 2% 0% 10% 4% *
 
      Science 2016 15% 21% 13% 4% 6% 20% 18% 14% * 11% 2% 5% 2% 12% 14% *
  2015 14% 20% 17% 4% 8% 26% 0% 36% * 22% 4% 5% 1% 16% 18% *
 
      Social Studies 2016 21% 27% 19% 5% 9% 28% * 6% * 18% 2% 8% 0% 16% 22% *
  2015 18% 23% 20% 13% 10% 26% 9% 55% * 18% 5% 11% 0% 15% 24% *
 

STAAR Participation (All Grades)
 
      All Tests 2016 99% 99% 99% 99% 99% 99% 100% 100% 100% 98% 99% 99% 100% 99% 99% 100%
  2015 99% 99% 100% 99% 100% 100% 99% 100% 100% 98% 99% 99% 99% 99% 100% 100%
 
      Reading 2016 99% 99% 99% 100% 99% 99% 100% 100% 100% 99% 99% 99% 100% 99% 99% 100%
  2015 99% 99% 99% 100% 99% 99% 100% 99% 100% 98% 99% 99% 98% 99% 100% 100%
 
      Mathematics 2016 100% 100% 99% 99% 100% 100% 100% 100% 100% 98% 99% 99% 100% 99% 100% *
  2015 99% 99% 100% 99% 100% 100% 94% 100% 100% 99% 99% 100% 100% 100% 100% 100%
 
      Writing 2016 99% 99% 100% 98% 100% 100% 100% 100% * 100% 100% 100% 100% 100% 100% -
  2015 99% 99% 100% 100% 100% 100% 100% 100% - 97% 99% 100% 100% 100% 100% 100%
 
      Science 2016 99% 99% 99% 100% 99% 99% 100% 100% * 97% 98% 99% 100% 99% 99% *
  2015 99% 99% 99% 98% 100% 99% 100% 100% 100% 97% 99% 99% 100% 99% 99% 100%
 
      Social Studies 2016 98% 99% 99% 99% 99% 99% * 100% * 98% 98% 99% 98% 99% 99% *
  2015 99% 99% 100% 98% 100% 100% 100% 100% 100% 98% 99% 99% 99% 100% 99% 100%
 

STAAR Participation Results by Assessment Type for Students Served in Special Education Settings (All Grades)
 
Reading Tests
   % of Participants 2016 98% 98% 99% 100% 99% 99% * 100% - 86% 99% 99% 99% 98% 99% -
      % STAAR/EOC With No Accommodations 2016 13% 11% 10% 14% 6% 13% * 17% - 5% 10% 8% 3% 10% 9% -
      % STAAR/EOC With Accommodations 2016 73% 77% 80% 74% 84% 76% * 67% - 68% 80% 83% 93% 80% 79% -
      % STAAR Alternate2 2016 11% 10% 9% 12% 8% 10% * 17% - 14% 9% 8% 2% 8% 10% -
   % of Non-Participants 2016 2% 2% 1% 0% 1% 1% * 0% - 14% 1% 1% 1% 2% 1% -
 
Mathematics Tests
   % of Participants 2016 99% 99% 99% 97% 100% 99% * 100% - 84% 99% 99% 100% 99% 99% -
      % STAAR/EOC With No Accommodations 2016 12% 10% 9% 11% 7% 12% * 9% - 5% 9% 7% 3% 9% 9% -
      % STAAR/EOC With Accommodations 2016 75% 78% 80% 72% 85% 77% * 73% - 63% 80% 84% 95% 82% 79% -
      % STAAR Alternate2 2016 12% 11% 10% 14% 9% 10% * 18% - 16% 10% 9% 3% 8% 11% -
   % of Non-Participants 2016 1% 1% 1% 3% 0% 1% * 0% - 16% 1% 1% 0% 1% 1% -
 
 
 
'*'   Indicates results are masked due to small numbers to protect student confidentiality.
'-'   Indicates zero observations reported for this group.
'n/a' Indicates data reporting is not applicable for this group.
'?'   Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range.

 
Part II: Student Achievement and State Academic Annual Measureable Objectives (AMOs)

This section provides the STAAR performance results for each subject area tested in the 2015-16 school year. These results only include tested students who were in the accountability subset. This section also includes four-year and five-year graduation rates and participation rates on STAAR for reading and mathematics.


  All
Students
African
American
Hispanic White American
Indian
Asian Pacific
Islander
Two or More
Races
Econ
Disadv
Special
Ed
ELL (Current & Monitored) ELL + Total
Met
Total
Eligible
Percent of
Eligible
Measures Met
Performance Status - State
State Target 60% 60% 60% 60% 60% 60% 60% 60% 60% 60% 60%        
Reading Y Y Y Y   Y   Y Y N N   7 9 78
Mathematics Y N Y Y   Y   Y Y N N   6 9 67
Writing Y N N Y       Y N N N   3 8 38
Science Y N Y Y   Y   Y Y N N   6 9 67
Social Studies Y Y Y Y       Y Y N N   6 8 75
Total                         28 43 65
 
Performance Status - Federal
Federal Target 87% 87% 87% 87%         87% 87% 87%        
Reading N N N N n/a n/a n/a n/a N N N n/a      
Mathematics N N N N n/a n/a n/a n/a N N N n/a      
 
Participation Status
Target 95% 95% 95% 95% 95% 95% 95% 95% 95% 95%   95%      
Reading Y Y Y Y   Y   Y Y Y   Y 9 9 100
Mathematics Y Y Y Y   Y   Y Y Y   Y 9 9 100
Total                         18 18 100
 
Federal Graduation Status (Target: See Reason Codes)
Graduation Target Met Y Y Y Y         Y N     5 6 83
Reason Code *** a a a a         a            
Total                         5 6 83
 
District: Met Federal Limits on Alternative Assessments
Reading                              
Alternate 1% Y                            
Number Proficient 54                            
Total Federal Cap Limit 73                            
Mathematics                              
Alternate 1% Y                            
Number Proficient 48                            
Total Federal Cap Limit 59                            
Total                         1 1 100
Overall Total                         52 68 76
 
+   Participation uses ELL (Current), Graduation uses ELL (Ever HS)
*    Indicates results are masked due to small numbers to protect student confidentiality.
*** Federal Graduation Rate Reason Codes:
                a = Graduation Rate Goal of 90%                                   c = Safe Harbor Target of a 10% decrease in difference from the prior year rate and the Goal
                b = Four-year Graduation Rate Target of 88%              d = Five-year Graduation Rate Target of 90%
Blank cells above represent student group indicators that do not meet the minimum size criteria.
n/a Indicates the student group is not applicable to System Safeguards.

  All
Students
African
American
Hispanic White American
Indian
Asian Pacific
Islander
Two or More
Races
Econ
Disadv
Special
Ed
ELL
(Current &
Monitored)
ELL
(Current)
Performance Rates
Reading
# at Level II Satisfactory Standard 5,165 166 1,859 2,910 21 60 7 142 1,908 193 517 n/a
Total Tests 6,944 262 2,957 3,432 22 76 8 187 3,144 694 1,078 864
% at Level II Satisfactory Standard 74% 63% 63% 85% 95% 79% 88% 76% 61% 28% 48% n/a
Mathematics
# at Level II Satisfactory Standard 4,108 120 1,568 2,235 12 52 5 116 1,627 209 574 n/a
Total Tests 5,544 206 2,406 2,689 15 62 7 159 2,600 581 971 774
% at Level II Satisfactory Standard 74% 58% 65% 83% 80% 84% 71% 73% 63% 36% 59% n/a
Writing
# at Level II Satisfactory Standard 1,058 29 376 590 ** 17 * 40 392 44 132 n/a
Total Tests 1,551 49 673 751 ** 19 * 51 707 148 289 215
% at Level II Satisfactory Standard 68% 59% 56% 79% 83% 89% * 78% 55% 30% 46% n/a
Science
# at Level II Satisfactory Standard 1,933 57 675 1,110 ** 31 * 48 700 90 174 n/a
Total Tests 2,579 102 1,071 1,286 ** 39 * 69 1,153 265 372 284
% at Level II Satisfactory Standard 75% 56% 63% 86% 100% 79% * 70% 61% 34% 47% n/a
Social Studies
# at Level II Satisfactory Standard 1,308 50 416 797 * 12 * 29 398 44 41 n/a
Total Tests 1,714 81 654 923 * 16 * 36 664 115 135 106
% at Level II Satisfactory Standard 76% 62% 64% 86% * 75% * 81% 60% 38% 30% n/a
 
Participation Rates
Reading: 2015-2016 Assessments
Number Participating 7,258 288 3,115 3,540 23 83 9 200 3,311 731 n/a 942
Total Students 7,300 288 3,133 3,559 23 83 9 203 3,334 738 n/a 944
Participation Rate 99% 100% 99% 99% 100% 100% 100% 99% 99% 99% n/a 100%
Mathematics: 2015-2016 Assessments
Number Participating 5,809 228 2,537 2,781 16 67 8 172 2,747 611 n/a 830
Total Students 5,840 230 2,549 2,792 16 67 8 176 2,766 616 n/a 834
Participation Rate 99% 99% 100% 100% 100% 100% 100% 98% 99% 99% n/a 100%
 
 
 
*     Indicates results are masked due to small numbers to protect student confidentiality.
**   When only one racial/ethnic group is masked, then the second smallest  racial/ethnic group is masked (regardless of size).
-     Indicates there are no students in the group.
n/a Indicates the student group is not applicable to System Safeguards.

  All
Students
African
American
Hispanic White American
Indian
Asian Pacific
Islander
Two or More
Races
Econ
Disadv
Special
Ed
ELL
(Ever HS)
ELL
(Current)
Federal Graduation Rates
4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2015
Number Graduated 737 32 249 432 * ** - 15 242 43 16 n/a
Total in Class 779 35 275 445 * ** - 15 264 57 19 17
Graduation Rate 94.6% 91.4% 90.5% 97.1% * 100.0% - 100.0% 91.7% 75.4% 84.2% n/a
4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2014
Number Graduated 765 25 225 498 * ** - 11 246 42 20 n/a
Total in Class 800 26 243 514 * ** - 11 271 56 24 7
Graduation Rate 95.6% 96.2% 92.6% 96.9% * 100.0% - 100.0% 90.8% 75.0% 83.3% n/a
5-year Extended Graduation Rate (Gr 9-12): Class of 2014
Number Graduated 771 26 227 501 * ** - 11 251 43 21 n/a
Total in Class 800 26 245 512 * ** - 11 270 55 24 7
Graduation Rate 96.4% 100.0% 92.7% 97.9% * 100.0% - 100.0% 93.0% 78.2% 87.5% n/a
 
District: Met Federal Limits on Alternative Assessments
Reading
Number Proficient 54                      
Total Federal Cap Limit 73                      
Mathematics
Number Proficient 48                      
Total Federal Cap Limit 59                      
 
 
 
*     Indicates results are masked due to small numbers to protect student confidentiality.
**   When only one racial/ethnic group is masked, then the second smallest  racial/ethnic group is masked (regardless of size).
-     Indicates there are no students in the group.
n/a Indicates the student group is not applicable to System Safeguards.

Source: 2016 Accountability System Safeguards Report

 
Part III: Priority and Focus Schools

Priority schools are the lowest 5% of Title I served campuses based on performance in reading, mathematics and graduation rates. Priority schools include Tier I or Tier II TTIPS schools, campuses with graduation rates less than 60%, and lowest achieving campuses based on All Students reading/math performance. Focus schools are 10% of Title I served campuses, not already identified as priority schools, that have the widest gaps between student group performance and safeguard targets. Campuses are ranked based on the largest gaps between student group reading/math performance and the annual measurable objectives (AMO) target of 83%. Campuses were originally staged as priority and focus based on data from the 2013 Accountability Reports.Priority and focus schools having improved in performance and are no longer identified as improvement required for the August 2015 and 2016 ratingswill include a "Progress" label. All schools that do not meet that criteria will remain identified as priority or focus.

Results available at campus level only.
 
 

A high-performance reward school is identified as a Title I school with distinctions based on reading and math performance. In addition, at the high school level, a reward school is a Title I school with the highest graduation rates. A high progress school is identified as a Title I school in the top 25% in annual improvement; and/or a school in the top 25% of those demonstrating ability to close performance gaps based on system safeguards. The reward school identifications provided are for the 2015-2016 school year.Identifications for the 2016-2017 school year are pending.

Results available at campus level only.
 
 


Source: TEA Division of School Improvement and Support

 
Part IV: Teacher Quality Data

Part IV A: Percent of Teachers by Highest Degree Held
Professional qualifications of all public elementary and secondary school teachers in the State of Texas. The distribution of degrees attained by teachers are shown as the percent of total Full-Time Equivalent (FTE) count of teachers with no degree, bachelorís, masterís, and doctorate degrees.


  ----------------- District ----------------- ----------------- State -----------------
  Number Percent Number Percent
No Degree 8.0 1.0% 3,524.0 1.0%
Bachelors 567.1 74.1% 259,559.7 74.7%
Masters 187.4 24.5% 82,029.5 23.6%
Doctorate 2.8 0.4% 2,158.9 0.6%
 
 

Part IV B and C: Teachers with Emergency/Provisional Credentials, Highly Qualified (HQ) Teachers Low Poverty/ High Poverty Summary Reports
The percentage of all public elementary and secondary school teachers teaching with emergency or provisional credentials, and the percentage of classes in the state not taught by highly qualified teachers disaggregated by high-poverty compared to low-poverty schools. For this purpose, high-poverty means schools in the top quartile of poverty and low-poverty means the bottom quartile of poverty in the state.

 

All Campuses
Core Academic Subject Areas

  General
Education
Special
Education
Total
Total Number of Teachers   619 64 683
Total Number of Classes   1,768 126 1,894
Number of Classes Taught by Highly Qualified Teachers Number 1,768 126 1,894
Percent 100.00% 100.00% 100.00%
Number of Classes Taught by Not Highly Qualified Teachers Number 0 0 0
Percent 0.00% 0.00% 0.00%
 
 

Number of Core Academic Teachers Who Are Teaching on the Following Permits

  ------------ Number of Teachers ------------
  Elem
(PK-6)
secondary
(7-12)
Emergency (for certified personnel) 0 0
Emergency (for uncertified personnel) 0 0
Non-renewable 0 0
Temporary Classroom Assignment 0 0
District Teaching 0 0
Temporary 0 0
 
 

Number of Core Academic Teachers with a Probationary Certificate Enrolled in an Alternative Certification

  ------------ Number of Teachers ------------
  General Education Special Education
Highly Qualified 19 4
Not Highly Qualified 0 0
 
 

High Poverty Campuses
Core Academic Subject Areas

Report Not Required

Number of Core Academic Teachers Who Are Teaching on the Following Permits

Report Not Required

Number of Core Academic Teachers with a Probationary Certificate Enrolled in an Alternative Certification

Report Not Required
 
 

Low Poverty Campuses
Core Academic Subject Areas

  General
Education
Special
Education
Total
Total Number of Teachers   231 21 252
Total Number of Classes   743 55 798
Number of Classes Taught by Highly Qualified Teachers Number 743 55 798
Percent 100.00% 100.00% 100.00%
Number of Classes Taught by Not Highly Qualified Teachers Number 0 0 0
Percent 0.00% 0.00% 0.00%
 
 

Number of Core Academic Teachers Who Are Teaching on the Following Permits

  ------------ Number of Teachers ------------
  Elem
(PK-6)
secondary
(7-12)
Emergency (for certified personnel) 0 0
Emergency (for uncertified personnel) 0 0
Non-renewable 0 0
Temporary Classroom Assignment 0 0
District Teaching 0 0
Temporary 0 0
 
 

Number of Core Academic Teachers with a Probationary Certificate Enrolled in an Alternative Certification

  ------------ Number of Teachers ------------
  General Education Special Education
Highly Qualified 5 1
Not Highly Qualified 0 0
 
 

Source: TEA Division of Federal and State Education Policy

 
Part V: Graduates Enrolled in Texas Institution of Higher Education (IHE)

This section provides the percentage of students who enroll and begin instruction at an institution of higher education in the school year (fall or spring semester) following high school graduation. The rate reflects the percent of total graduates during the 2012-13 school year who attended a public or independent college or university in Texas in the 2013-14 academic year.


Year Enrolled in Higher Education District Region 13 State
2013-14 54.9% 56.4% 57.5%
2012-13 60.7% 55.0% 56.9%

 
Source: Texas Higher Education Coordinating Board

 
Part VI: Statewide National Assessment of Educational Progress (NAEP) Results

The most recent NAEP results for Texas are provided showing statewide reading and mathematics performance results and participation rates, disaggregated by student group.


State Level: 2015 Percentages at NAEP Achievement Levels

Grade Subject Student Group %
Below Basic
%
At or Above
Basic
%
At or Above
Proficient
%
At or Above
Advanced
Grade 4 Reading Overall 36 64 31 7
    American Indian n/a n/a n/a n/a
    Asian 13 87 66 30
    Black 49 51 17 2
    Hispanic 44 56 22 3
    White 18 82 50 13
    Students with Disabilities 71 29 11 2
    English Language Learners 59 41 12 2
    National School Lunch Program 46 54 20 3
 
  Mathematics Overall 14 86 44 8
    American Indian n/a n/a n/a n/a
    Asian 3 97 82 36
    Black 24 76 29 2
    Hispanic 16 84 37 4
    White 7 93 60 15
    Students with Disabilities 41 59 18 2
    English Language Learners 23 77 28 2
    National School Lunch Program 19 81 30 2
 
Grade 8 Reading Overall 28 72 28 2
    American Indian n/a n/a n/a n/a
    Asian 12 88 55 12
    Black 38 62 19 2
    Hispanic 35 65 19 1
    White 14 86 43 4
    Students with Disabilities 70 30 5 n/a
    English Language Learners 71 29 2 n/a
    National School Lunch Program 36 64 18 1
 
  Mathematics Overall 25 75 32 7
    American Indian n/a n/a n/a n/a
    Asian 5 95 67 25
    Black 43 57 16 2
    Hispanic 31 69 23 4
    White 12 88 48 12
    Students with Disabilities 62 38 8 1
    English Language Learners 60 40 6 n/a
    National School Lunch Program 34 66 20 3
 

State Level: 2015 Participation Rates for Students with Disabilities and Limited English Proficient Students

Grade Subject Student Group %
Grade 4 Reading Students with Disabilities 72
    Limited English Proficient 92
 
  Mathematics Students with Disabilities 80
    Limited English Proficient 95
 
Grade 8 Reading Students with Disabilities 81
    Limited English Proficient 95
 
  Mathematics Students with Disabilities 81
    Limited English Proficient 90
 

 
Source: TEA Division of Student Assessment