Academic Resources / Federal Report Card 2017-2018

2017-18 Federal Report Card

	Texas Education Agency	Print this report
2017-18 Federal Report Card for Texas Public Schools
Campus Name: RODRIGUEZ EL
Campus ID: 101912372
District Name: HOUSTON ISD

Part (i): General Description of the Texas State Accountability System Under Subsection (c)

Part (i)(I) the minimum number of students that the State determines are necessary to be included in each of the subgroups of students, as defined in subsection (c)(2), for use in the accountability system;
The Texas accountability minimum size criteria are 25 tests for assessments related indicators or 25 students for non-assessment related indicators, such as graduation, for any student group, and 10 tests or students for All student group.

Part (i)(II) the long-term goals and measurements of interim progress for all students and for each of the subgroups of students, as defined in subsection (c)(2);

			All Students	African American	Hispanic	White	American Indian	Asian	Pacific Islander	Two or More Races	Econ Disadv	Special Educ	EL (Current and Former)
Academic Performance (At Meets Grade Level or Above)	Reading/ELA	Baseline 2016-17 Rates	44%	32%	37%	60%	43%	74%	45%	56%	33%	19%	29%
		2017-18 through 2021-22	44%	32%	37%	60%	43%	74%	45%	56%	33%	19%	29%
		2022-23 through 2026-27	52%	42%	46%	66%	51%	78%	53%	62%	43%	31%	39%
		2027-28 through 2031-32	62%	54%	58%	73%	62%	82%	63%	70%	55%	45%	52%
		2032-33	72%	66%	69%	80%	72%	87%	73%	78%	67%	60%	65%
	Mathematics	Baseline 2016-17 Rates	46%	31%	40%	59%	45%	82%	50%	54%	36%	23%	40%
		2017-18 through 2021-22	46%	31%	40%	59%	45%	82%	50%	54%	36%	23%	40%
		2022-23 through 2026-27	54%	41%	49%	65%	53%	85%	57%	61%	45%	34%	49%
		2027-28 through 2031-32	63%	54%	59%	73%	63%	88%	66%	69%	57%	48%	59%
		2032-33	73%	66%	70%	80%	73%	91%	75%	77%	68%	62%	70%
EL Progress		Baseline 2016-17 Rates											41%
		2017-18 through 2021-22											42%
		2022-23 through 2026-27											44%
		2027-28 through 2031-32											46%
Graduation Rate:4-Year Longitudinal Rate		Baseline 2016-17 Rates	89%	85%	87%	93%	86%	95%	89%	92%	86%	78%	72%
		2017-18 through 2021-22	90%	90%	90%	90%	90%	90%	90%	90%	90%	90%	90%
		2022-23 through 2026-27	92%	92%	92%	92%	92%	92%	92%	92%	92%	92%	92%
		2027-28 through 2031-32	94%	94%	94%	94%	94%	94%	94%	94%	94%	94%	94%

Part (i)(III) the indicators described in subsection (c)(4)(B) used to meaningfully differentiate all public schools in the State;
a. Academic Achievement Indicator: STAAR Performance Status (Percent at or above Meets Grade Level)
b. Other Academic Indicator for Non-High Schools: STAAR Growth Status
c. Graduation Rate: Federal Graduation Status
d. ELP Indicator: English Learner Language Proficiency Status
e. School Quality or Student Success (SQSS) Indicators: College, Career, and Military Readiness for High Schools and K-12; Student Achievement Domain Score: STAAR only for All Other Schools without Annual Graduates

Part (i)(IV) the State's system for meaningfully differentiating all public schools in the State, including:
(aa) the specific weight of the indicators described in subsection (c)(4)(B) in such differentiation;

Campus Type	Indicator	Weight
Elementary and Middle Schools	Academic Achievement	30%
	Other Academic Indicator	50%
	English Learner Language proficiency	10%
	SQSS: Student Achievement Domain Score	10%
High Schools and K-12	Academic Achievement	50%
	4-Year Graduation Rate	10%
	English Learner Language proficiency	10%
	SQSS: College, Career, and Military Readiness	30%

(bb) the methodology by which the State differentiates all such schools;
A weighted average of the accountability indicators will be computed from the number of items meeting targets divided by the number of items evaluated. The weighted average will be scaled to grades A (90-100), B (80-89), C (70-79), D (60-69), and F (0-59) and further used to differentiate all public schools.

(cc) the methodology by which the State differentiates a school as consistently underperforming for any subgroup of students described in section (c)(4)(C)(iii), including the time period used by the State to determine consistent underperformance;
Student group achievement is monitored annually through the Closing the Gaps domain of the State accountability. Any campus that has one or more achievement gap(s) between individual student groups and the interim goals for three consecutive years will be identified as a consistently underperforming school.

(dd) the methodology by which the State identifies a school for comprehensive support and improvement as required under subsection (c)(4)(D)(i);
The Closing the Gaps domain scaled score is used to identify schools for comprehensive support and improvement. TEA rank orders the scaled domain score for all campuses. The lowest five percent of campuses that receive Title I, Part A funds are identified for comprehensive support and improvement. Also, if a campus does not attain a 67 percent four-year graduation rate for the all students group, the campus is also automatically identified for comprehensive support and improvement. Additionally, any Title I campus identified for targeted support and improvement for three consecutive years is identified for comprehensive support and improvement the following school year.
TEA will annually identify campuses for comprehensive support and improvement beginning with the August 2018 accountability release, which is based on school year 2017-18 performance data.

Part (i)(V) the number and names of all public schools in the State identified by the State for comprehensive support and improvement under subsection (c)(4)(D)(i) or implementing targeted support and improvement plans under subsection (d)(2);
Comprehensive Support and Improvement Schools and Additional Targeted Support Schools list those campuses that have been identified for comprehensive support and additional targeted support based on performance in the Closing the Gaps domain (Excel file).

Part (i)(VI) the exit criteria established by the State as required under clause (i) of subsection (d)(3)(A), including the length of years established under clause (i)(II) of such subsection.
Campuses that do not rank in the bottom five percent of the Closing the Gaps domain for two consecutive years and have increased a letter grade (for example, from F to D or from D to C) on the Closing the Gaps domain will be considered as having successfully exited comprehensive support and improvement status.
To exit additional targeted support and improvement status, a student group must meet at least 50 percent of the indicators evaluated and meet the targets for the Academic Achievement component in both reading and mathematics.

Part (ii): Student Achievement by Proficiency Level

This section provides information on student achievement on the STAAR (State of Texas Assessments of Academic Readiness) performance for mathematics, ELA/reading, and science by grade level and proficiency level for the 2017-18 school year. These results include all students tested, regardless of whether they were in the accountability subset.

		State	District	Campus	African American	Hispanic	White	American Indian	Asian	Pacific Islander	Two or More Races	Econ Disadv	Non Econ Disadv	CWD	CWOD	EL	Male	Female	Migrant	Homeless	Foster Care	Military
STAAR Percent at Approaches Grade Level or Above
Grade 3
Reading	All Students	77%	70%	69%	65%	70%	*	-	*	-	-	69%	*	43%	71%	68%	60%	76%	-	80%	-	-
	CWD	51%	42%	43%	-	42%	*	-	*	-	-	46%	*	43%	-	*	*	*	-	-	-	-
	CWOD	79%	72%	71%	65%	73%	*	-	*	-	-	71%	-	-	71%	70%	62%	78%	-	80%	-	-
	EL	70%	68%	68%	*	70%	*	-	*	-	-	68%	-	*	70%	68%	60%	74%	-	89%	-	-
	Male	74%	67%	60%	*	62%	*	-	*	-	-	61%	*	*	62%	60%	60%	-	-	*	-	-
	Female	79%	73%	76%	67%	77%	-	-	-	-	-	76%	-	*	78%	74%	-	76%	-	71%	-	-

Mathematics	All Students	77%	73%	80%	71%	81%	*	-	*	-	-	80%	*	64%	81%	82%	79%	80%	-	90%	-	-
	CWD	52%	47%	64%	-	67%	*	-	*	-	-	69%	*	64%	-	78%	71%	*	-	-	-	-
	CWOD	80%	75%	81%	71%	83%	*	-	*	-	-	81%	-	-	81%	82%	80%	82%	-	90%	-	-
	EL	74%	74%	82%	67%	83%	*	-	*	-	-	82%	-	78%	82%	82%	80%	84%	-	100%	-	-
	Male	77%	72%	79%	*	81%	*	-	*	-	-	80%	*	71%	80%	80%	79%	-	-	*	-	-
	Female	78%	74%	80%	73%	81%	-	-	-	-	-	80%	-	*	82%	84%	-	80%	-	86%	-	-

Grade 4
Reading	All Students	72%	64%	69%	*	69%	-	-	*	-	-	69%	71%	*	70%	65%	59%	81%	-	71%	-	-
	CWD	46%	38%	*	-	*	-	-	-	-	-	*	-	*	-	*	*	-	-	-	-	-
	CWOD	75%	66%	70%	*	69%	-	-	*	-	-	69%	71%	-	70%	67%	59%	81%	-	71%	-	-
	EL	60%	54%	65%	*	65%	-	-	*	-	-	65%	*	*	67%	65%	54%	78%	-	71%	-	-
	Male	70%	61%	59%	*	59%	-	-	*	-	-	58%	*	*	59%	54%	59%	-	-	*	-	-
	Female	75%	67%	81%	*	80%	-	-	-	-	-	81%	*	-	81%	78%	-	81%	-	*	-	-

Mathematics	All Students	77%	74%	81%	100%	80%	-	-	*	-	-	81%	86%	71%	82%	78%	80%	82%	-	71%	-	-
	CWD	49%	41%	71%	-	71%	-	-	-	-	-	71%	-	71%	-	*	71%	-	-	-	-	-
	CWOD	81%	77%	82%	100%	81%	-	-	*	-	-	81%	86%	-	82%	80%	81%	82%	-	71%	-	-
	EL	72%	72%	78%	100%	77%	-	-	*	-	-	78%	83%	*	80%	78%	77%	80%	-	71%	-	-
	Male	77%	73%	80%	*	79%	-	-	*	-	-	79%	*	71%	81%	77%	80%	-	-	*	-	-
	Female	78%	75%	82%	*	81%	-	-	-	-	-	83%	*	-	82%	80%	-	82%	-	*	-	-

Grade 5
Reading	All Students	83%	76%	79%	83%	78%	*	-	-	-	-	77%	100%	*	81%	75%	77%	81%	-	63%	-	-
	CWD	54%	47%	*	-	*	-	-	-	-	-	*	-	*	-	*	*	*	-	-	-	-
	CWOD	87%	79%	81%	83%	81%	*	-	-	-	-	80%	100%	-	81%	78%	80%	82%	-	63%	-	-
	EL	73%	65%	75%	100%	73%	*	-	-	-	-	74%	*	*	78%	75%	74%	76%	-	*	-	-
	Male	81%	73%	77%	*	78%	*	-	-	-	-	76%	*	*	80%	74%	77%	-	-	*	-	-
	Female	86%	79%	81%	100%	78%	-	-	-	-	-	79%	*	*	82%	76%	-	81%	-	*	-	-

Mathematics	All Students	90%	84%	96%	92%	96%	*	-	-	-	-	96%	100%	*	97%	97%	92%	100%	-	88%	-	-
	CWD	70%	59%	*	-	*	-	-	-	-	-	*	-	*	-	*	*	*	-	-	-	-
	CWOD	92%	87%	97%	92%	97%	*	-	-	-	-	96%	100%	-	97%	98%	94%	100%	-	88%	-	-
	EL	86%	81%	97%	100%	97%	*	-	-	-	-	97%	*	*	98%	97%	94%	100%	-	100%	-	-
	Male	89%	83%	92%	*	93%	*	-	-	-	-	92%	*	*	94%	94%	92%	-	-	*	-	-
	Female	91%	85%	100%	100%	100%	-	-	-	-	-	100%	*	*	100%	100%	-	100%	-	*	-	-

Science	All Students	75%	68%	83%	75%	83%	*	-	-	-	-	82%	100%	*	83%	82%	84%	81%	-	75%	-	-
	CWD	48%	42%	*	-	*	-	-	-	-	-	*	-	*	-	*	*	*	-	-	-	-
	CWOD	78%	70%	83%	75%	83%	*	-	-	-	-	82%	100%	-	83%	83%	85%	80%	-	75%	-	-
	EL	62%	57%	82%	*	82%	*	-	-	-	-	82%	*	*	83%	82%	86%	78%	-	83%	-	-
	Male	76%	68%	84%	*	86%	*	-	-	-	-	84%	*	*	85%	86%	84%	-	-	*	-	-
	Female	75%	68%	81%	88%	80%	-	-	-	-	-	79%	*	*	80%	78%	-	81%	-	*	-	-

STAAR Percent at Meets Grade Level or Above
Grade 3
Reading	All Students	43%	39%	29%	29%	29%	*	-	*	-	-	30%	*	29%	29%	27%	26%	32%	-	20%	-	-
	CWD	28%	28%	29%	-	25%	*	-	*	-	-	31%	*	29%	-	*	*	*	-	-	-	-
	CWOD	44%	39%	29%	29%	29%	*	-	*	-	-	29%	-	-	29%	28%	25%	33%	-	20%	-	-
	EL	32%	34%	27%	*	28%	*	-	*	-	-	27%	-	*	28%	27%	24%	30%	-	22%	-	-
	Male	40%	36%	26%	*	24%	*	-	*	-	-	26%	*	*	25%	24%	26%	-	-	*	-	-
	Female	45%	41%	32%	27%	33%	-	-	-	-	-	32%	-	*	33%	30%	-	32%	-	29%	-	-

Mathematics	All Students	46%	43%	37%	41%	36%	*	-	*	-	-	38%	*	43%	37%	35%	42%	33%	-	40%	-	-
	CWD	30%	29%	43%	-	42%	*	-	*	-	-	46%	*	43%	-	44%	57%	*	-	-	-	-
	CWOD	48%	44%	37%	41%	35%	*	-	*	-	-	37%	-	-	37%	34%	41%	34%	-	40%	-	-
	EL	39%	41%	35%	33%	34%	*	-	*	-	-	35%	-	44%	34%	35%	41%	30%	-	44%	-	-
	Male	47%	44%	42%	*	41%	*	-	*	-	-	43%	*	57%	41%	41%	42%	-	-	*	-	-
	Female	45%	43%	33%	40%	32%	-	-	-	-	-	33%	-	*	34%	30%	-	33%	-	43%	-	-

Grade 4
Reading	All Students	45%	38%	31%	*	31%	-	-	*	-	-	30%	57%	*	30%	25%	26%	37%	-	0%	-	-
	CWD	28%	28%	*	-	*	-	-	-	-	-	*	-	*	-	*	*	-	-	-	-	-
	CWOD	47%	39%	30%	*	31%	-	-	*	-	-	29%	57%	-	30%	25%	24%	37%	-	0%	-	-
	EL	29%	26%	25%	*	25%	-	-	*	-	-	23%	*	*	25%	25%	18%	33%	-	0%	-	-
	Male	43%	36%	26%	*	27%	-	-	*	-	-	25%	*	*	24%	18%	26%	-	-	*	-	-
	Female	47%	41%	37%	*	36%	-	-	-	-	-	34%	*	-	37%	33%	-	37%	-	*	-	-

Mathematics	All Students	48%	47%	55%	67%	55%	-	-	*	-	-	54%	71%	43%	56%	51%	50%	61%	-	29%	-	-
	CWD	29%	27%	43%	-	43%	-	-	-	-	-	43%	-	43%	-	*	43%	-	-	-	-	-
	CWOD	50%	48%	56%	67%	56%	-	-	*	-	-	55%	71%	-	56%	52%	51%	61%	-	29%	-	-
	EL	38%	42%	51%	60%	51%	-	-	*	-	-	50%	67%	*	52%	51%	47%	55%	-	29%	-	-
	Male	48%	46%	50%	*	52%	-	-	*	-	-	49%	*	43%	51%	47%	50%	-	-	*	-	-
	Female	47%	47%	61%	*	59%	-	-	-	-	-	60%	*	-	61%	55%	-	61%	-	*	-	-

Grade 5
Reading	All Students	53%	46%	36%	42%	36%	*	-	-	-	-	33%	100%	*	37%	27%	30%	44%	-	25%	-	-
	CWD	30%	29%	*	-	*	-	-	-	-	-	*	-	*	-	*	*	*	-	-	-	-
	CWOD	56%	48%	37%	42%	37%	*	-	-	-	-	34%	100%	-	37%	28%	31%	44%	-	25%	-	-
	EL	35%	30%	27%	20%	28%	*	-	-	-	-	25%	*	*	28%	27%	20%	35%	-	*	-	-
	Male	50%	43%	30%	*	31%	*	-	-	-	-	27%	*	*	31%	20%	30%	-	-	*	-	-
	Female	56%	49%	44%	50%	43%	-	-	-	-	-	40%	*	*	44%	35%	-	44%	-	*	-	-

Mathematics	All Students	57%	52%	57%	58%	56%	*	-	-	-	-	57%	67%	*	56%	56%	52%	63%	-	38%	-	-
	CWD	34%	31%	*	-	*	-	-	-	-	-	*	-	*	-	*	*	*	-	-	-	-
	CWOD	60%	53%	56%	58%	55%	*	-	-	-	-	55%	67%	-	56%	55%	52%	61%	-	38%	-	-
	EL	46%	44%	56%	60%	56%	*	-	-	-	-	55%	*	*	55%	56%	53%	60%	-	33%	-	-
	Male	57%	51%	52%	*	52%	*	-	-	-	-	51%	*	*	52%	53%	52%	-	-	*	-	-
	Female	58%	53%	63%	63%	63%	-	-	-	-	-	63%	*	*	61%	60%	-	63%	-	*	-	-

Science	All Students	40%	35%	40%	42%	40%	*	-	-	-	-	41%	33%	*	41%	36%	39%	42%	-	50%	-	-
	CWD	25%	24%	*	-	*	-	-	-	-	-	*	-	*	-	*	*	*	-	-	-	-
	CWOD	42%	36%	41%	42%	40%	*	-	-	-	-	41%	33%	-	41%	37%	41%	40%	-	50%	-	-
	EL	24%	22%	36%	*	36%	*	-	-	-	-	37%	*	*	37%	36%	34%	39%	-	50%	-	-
	Male	42%	36%	39%	*	39%	*	-	-	-	-	39%	*	*	41%	34%	39%	-	-	*	-	-
	Female	38%	34%	42%	50%	41%	-	-	-	-	-	43%	*	*	40%	39%	-	42%	-	*	-	-

STAAR Percent at Masters Grade Level
Grade 3
Reading	All Students	24%	21%	13%	24%	12%	*	-	*	-	-	13%	*	14%	13%	11%	6%	19%	-	10%	-	-
	CWD	9%	9%	14%	-	17%	*	-	*	-	-	15%	*	14%	-	*	*	*	-	-	-	-
	CWOD	26%	22%	13%	24%	12%	*	-	*	-	-	13%	-	-	13%	11%	5%	19%	-	10%	-	-
	EL	15%	16%	11%	*	12%	*	-	*	-	-	11%	-	*	11%	11%	5%	16%	-	11%	-	-
	Male	22%	19%	6%	*	6%	*	-	*	-	-	6%	*	*	5%	5%	6%	-	-	*	-	-
	Female	26%	23%	19%	27%	17%	-	-	-	-	-	19%	-	*	19%	16%	-	19%	-	14%	-	-

Mathematics	All Students	22%	22%	17%	24%	15%	*	-	*	-	-	17%	*	14%	17%	15%	20%	14%	-	0%	-	-
	CWD	12%	12%	14%	-	17%	*	-	*	-	-	15%	*	14%	-	11%	14%	*	-	-	-	-
	CWOD	24%	22%	17%	24%	15%	*	-	*	-	-	17%	-	-	17%	15%	20%	14%	-	0%	-	-
	EL	17%	19%	15%	11%	14%	*	-	*	-	-	15%	-	11%	15%	15%	19%	12%	-	0%	-	-
	Male	23%	22%	20%	*	17%	*	-	*	-	-	20%	*	14%	20%	19%	20%	-	-	*	-	-
	Female	21%	21%	14%	20%	13%	-	-	-	-	-	14%	-	*	14%	12%	-	14%	-	0%	-	-

Grade 4
Reading	All Students	23%	20%	13%	*	12%	-	-	*	-	-	11%	43%	*	13%	11%	10%	16%	-	0%	-	-
	CWD	9%	9%	*	-	*	-	-	-	-	-	*	-	*	-	*	*	-	-	-	-	-
	CWOD	25%	21%	13%	*	12%	-	-	*	-	-	11%	43%	-	13%	12%	10%	16%	-	0%	-	-
	EL	12%	11%	11%	*	11%	-	-	*	-	-	10%	*	*	12%	11%	9%	14%	-	0%	-	-
	Male	22%	19%	10%	*	11%	-	-	*	-	-	9%	*	*	10%	9%	10%	-	-	*	-	-
	Female	25%	22%	16%	*	14%	-	-	-	-	-	14%	*	-	16%	14%	-	16%	-	*	-	-

Mathematics	All Students	26%	27%	30%	50%	29%	-	-	*	-	-	29%	43%	14%	30%	25%	30%	29%	-	29%	-	-
	CWD	11%	11%	14%	-	14%	-	-	-	-	-	14%	-	14%	-	*	14%	-	-	-	-	-
	CWOD	28%	28%	30%	50%	30%	-	-	*	-	-	30%	43%	-	30%	26%	32%	29%	-	29%	-	-
	EL	18%	22%	25%	40%	25%	-	-	*	-	-	25%	33%	*	26%	25%	26%	24%	-	29%	-	-
	Male	27%	27%	30%	*	30%	-	-	*	-	-	30%	*	14%	32%	26%	30%	-	-	*	-	-
	Female	25%	27%	29%	*	27%	-	-	-	-	-	28%	*	-	29%	24%	-	29%	-	*	-	-

Grade 5
Reading	All Students	26%	22%	17%	25%	17%	*	-	-	-	-	17%	17%	*	18%	11%	17%	18%	-	13%	-	-
	CWD	9%	8%	*	-	*	-	-	-	-	-	*	-	*	-	*	*	*	-	-	-	-
	CWOD	27%	23%	18%	25%	17%	*	-	-	-	-	18%	17%	-	18%	12%	18%	18%	-	13%	-	-
	EL	12%	10%	11%	20%	11%	*	-	-	-	-	12%	*	*	12%	11%	8%	15%	-	*	-	-
	Male	24%	20%	17%	*	17%	*	-	-	-	-	18%	*	*	18%	8%	17%	-	-	*	-	-
	Female	28%	24%	18%	25%	16%	-	-	-	-	-	17%	*	*	18%	15%	-	18%	-	*	-	-

Mathematics	All Students	30%	28%	31%	42%	30%	*	-	-	-	-	30%	50%	*	32%	29%	28%	36%	-	13%	-	-
	CWD	13%	13%	*	-	*	-	-	-	-	-	*	-	*	-	*	*	*	-	-	-	-
	CWOD	31%	29%	32%	42%	30%	*	-	-	-	-	31%	50%	-	32%	30%	29%	35%	-	13%	-	-
	EL	19%	19%	29%	40%	28%	*	-	-	-	-	28%	*	*	30%	29%	24%	36%	-	0%	-	-
	Male	29%	27%	28%	*	27%	*	-	-	-	-	27%	*	*	29%	24%	28%	-	-	*	-	-
	Female	30%	28%	36%	50%	33%	-	-	-	-	-	35%	*	*	35%	36%	-	36%	-	*	-	-

Science	All Students	16%	14%	17%	42%	13%	*	-	-	-	-	16%	33%	*	17%	14%	17%	16%	-	0%	-	-
	CWD	9%	8%	*	-	*	-	-	-	-	-	*	-	*	-	*	*	*	-	-	-	-
	CWOD	17%	15%	17%	42%	14%	*	-	-	-	-	16%	33%	-	17%	14%	18%	16%	-	0%	-	-
	EL	7%	6%	14%	*	11%	*	-	-	-	-	13%	*	*	14%	14%	12%	15%	-	0%	-	-
	Male	18%	15%	17%	*	15%	*	-	-	-	-	16%	*	*	18%	12%	17%	-	-	*	-	-
	Female	15%	13%	16%	50%	10%	-	-	-	-	-	15%	*	*	16%	15%	-	16%	-	*	-	-

STAAR Percent at Approaches Grade Level or Above
All Grades
All Subjects	All Students	77%	69%	79%	77%	79%	*	-	75%	-	-	79%	85%	58%	80%	78%	76%	82%	-	78%	-	-
	CWD	45%	39%	58%	-	58%	*	-	*	-	-	60%	*	58%	-	50%	57%	60%	-	-	-	-
	CWOD	80%	72%	80%	77%	81%	*	-	*	-	-	80%	91%	-	80%	79%	77%	83%	-	78%	-	-
	EL	60%	55%	78%	74%	78%	*	-	75%	-	-	77%	86%	50%	79%	78%	75%	81%	-	84%	-	-
	Male	74%	66%	76%	59%	77%	*	-	75%	-	-	75%	79%	57%	77%	75%	76%	-	-	71%	-	-
	Female	79%	73%	82%	83%	82%	-	-	-	-	-	82%	90%	60%	83%	81%	-	82%	-	85%	-	-

Reading	All Students	73%	65%	72%	71%	72%	*	-	*	-	-	71%	79%	42%	74%	69%	65%	78%	-	72%	-	-
	CWD	39%	33%	42%	-	42%	*	-	*	-	-	44%	*	42%	-	*	41%	*	-	-	-	-
	CWOD	77%	68%	74%	71%	74%	*	-	*	-	-	73%	85%	-	74%	71%	67%	80%	-	72%	-	-
	EL	52%	47%	69%	63%	69%	*	-	*	-	-	69%	78%	*	71%	69%	62%	76%	-	77%	-	-
	Male	69%	60%	65%	*	66%	*	-	*	-	-	65%	*	41%	67%	62%	65%	-	-	62%	-	-
	Female	77%	70%	78%	81%	78%	-	-	-	-	-	78%	88%	*	80%	76%	-	78%	-	83%	-	-

Mathematics	All Students	80%	74%	85%	83%	85%	*	-	*	-	-	85%	86%	69%	86%	85%	83%	86%	-	84%	-	-
	CWD	52%	44%	69%	-	71%	*	-	*	-	-	72%	*	69%	-	69%	71%	67%	-	-	-	-
	CWOD	83%	77%	86%	83%	86%	*	-	*	-	-	86%	92%	-	86%	86%	85%	87%	-	84%	-	-
	EL	70%	67%	85%	84%	85%	*	-	*	-	-	85%	89%	69%	86%	85%	83%	87%	-	91%	-	-
	Male	78%	72%	83%	78%	84%	*	-	*	-	-	84%	83%	71%	85%	83%	83%	-	-	85%	-	-
	Female	82%	76%	86%	85%	86%	-	-	-	-	-	86%	88%	67%	87%	87%	-	86%	-	83%	-	-

Science	All Students	79%	70%	83%	75%	83%	*	-	-	-	-	82%	100%	*	83%	82%	84%	81%	-	75%	-	-
	CWD	48%	42%	*	-	*	-	-	-	-	-	*	-	*	-	*	*	*	-	-	-	-
	CWOD	82%	73%	83%	75%	83%	*	-	-	-	-	82%	100%	-	83%	83%	85%	80%	-	75%	-	-
	EL	58%	51%	82%	*	82%	*	-	-	-	-	82%	*	*	83%	82%	86%	78%	-	83%	-	-
	Male	78%	68%	84%	*	86%	*	-	-	-	-	84%	*	*	85%	86%	84%	-	-	*	-	-
	Female	80%	72%	81%	88%	80%	-	-	-	-	-	79%	*	*	80%	78%	-	81%	-	*	-	-

STAAR Percent at Meets Grade Level or Above
All Grades
All Subjects	All Students	47%	41%	40%	43%	40%	*	-	50%	-	-	40%	62%	40%	40%	36%	38%	43%	-	29%	-	-
	CWD	23%	23%	40%	-	40%	*	-	*	-	-	42%	*	40%	-	28%	38%	45%	-	-	-	-
	CWOD	50%	42%	40%	43%	40%	*	-	*	-	-	39%	66%	-	40%	37%	38%	43%	-	29%	-	-
	EL	26%	25%	36%	33%	36%	*	-	50%	-	-	35%	67%	28%	37%	36%	34%	39%	-	28%	-	-
	Male	45%	38%	38%	32%	38%	*	-	50%	-	-	37%	57%	38%	38%	34%	38%	-	-	23%	-	-
	Female	50%	43%	43%	47%	43%	-	-	-	-	-	42%	65%	45%	43%	39%	-	43%	-	37%	-	-

Reading	All Students	46%	39%	32%	34%	32%	*	-	*	-	-	31%	71%	31%	32%	26%	27%	37%	-	16%	-	-
	CWD	22%	22%	31%	-	29%	*	-	*	-	-	32%	*	31%	-	*	29%	*	-	-	-	-
	CWOD	48%	40%	32%	34%	32%	*	-	*	-	-	30%	77%	-	32%	27%	27%	37%	-	16%	-	-
	EL	21%	20%	26%	16%	27%	*	-	*	-	-	25%	67%	*	27%	26%	21%	32%	-	14%	-	-
	Male	41%	35%	27%	*	27%	*	-	*	-	-	26%	*	29%	27%	21%	27%	-	-	8%	-	-
	Female	50%	43%	37%	38%	37%	-	-	-	-	-	35%	88%	*	37%	32%	-	37%	-	25%	-	-

Mathematics	All Students	48%	43%	49%	51%	48%	*	-	*	-	-	48%	64%	50%	49%	46%	48%	50%	-	36%	-	-
	CWD	26%	24%	50%	-	50%	*	-	*	-	-	52%	*	50%	-	44%	53%	44%	-	-	-	-
	CWOD	51%	45%	49%	51%	48%	*	-	*	-	-	48%	69%	-	49%	46%	48%	50%	-	36%	-	-
	EL	33%	34%	46%	47%	46%	*	-	*	-	-	45%	78%	44%	46%	46%	47%	46%	-	36%	-	-
	Male	47%	42%	48%	44%	48%	*	-	*	-	-	48%	67%	53%	48%	47%	48%	-	-	31%	-	-
	Female	49%	44%	50%	54%	49%	-	-	-	-	-	49%	63%	44%	50%	46%	-	50%	-	42%	-	-

Science	All Students	49%	40%	40%	42%	40%	*	-	-	-	-	41%	33%	*	41%	36%	39%	42%	-	50%	-	-
	CWD	23%	22%	*	-	*	-	-	-	-	-	*	-	*	-	*	*	*	-	-	-	-
	CWOD	52%	41%	41%	42%	40%	*	-	-	-	-	41%	33%	-	41%	37%	41%	40%	-	50%	-	-
	EL	21%	17%	36%	*	36%	*	-	-	-	-	37%	*	*	37%	36%	34%	39%	-	50%	-	-
	Male	50%	39%	39%	*	39%	*	-	-	-	-	39%	*	*	41%	34%	39%	-	-	*	-	-
	Female	49%	40%	42%	50%	41%	-	-	-	-	-	43%	*	*	40%	39%	-	42%	-	*	-	-

STAAR Percent at Masters Grade Level
All Grades
All Subjects	All Students	21%	19%	19%	32%	18%	*	-	13%	-	-	19%	35%	12%	20%	17%	18%	20%	-	9%	-	-
	CWD	8%	9%	12%	-	13%	*	-	*	-	-	13%	*	12%	-	6%	11%	15%	-	-	-	-
	CWOD	23%	20%	20%	32%	18%	*	-	*	-	-	19%	38%	-	20%	17%	19%	21%	-	9%	-	-
	EL	9%	10%	17%	23%	16%	*	-	13%	-	-	16%	33%	6%	17%	17%	15%	18%	-	6%	-	-
	Male	20%	18%	18%	23%	18%	*	-	13%	-	-	18%	29%	11%	19%	15%	18%	-	-	10%	-	-
	Female	22%	20%	20%	35%	18%	-	-	-	-	-	20%	40%	15%	21%	18%	-	20%	-	7%	-	-

Reading	All Students	19%	17%	14%	26%	13%	*	-	*	-	-	14%	29%	12%	14%	11%	11%	18%	-	8%	-	-
	CWD	7%	8%	12%	-	13%	*	-	*	-	-	12%	*	12%	-	*	12%	*	-	-	-	-
	CWOD	20%	18%	14%	26%	14%	*	-	*	-	-	14%	31%	-	14%	12%	11%	18%	-	8%	-	-
	EL	7%	7%	11%	16%	11%	*	-	*	-	-	11%	22%	*	12%	11%	7%	15%	-	5%	-	-
	Male	16%	15%	11%	*	11%	*	-	*	-	-	11%	*	12%	11%	7%	11%	-	-	8%	-	-
	Female	22%	19%	18%	31%	16%	-	-	-	-	-	17%	38%	*	18%	15%	-	18%	-	8%	-	-

Mathematics	All Students	23%	22%	25%	34%	24%	*	-	*	-	-	25%	43%	15%	26%	22%	26%	25%	-	12%	-	-
	CWD	10%	10%	15%	-	17%	*	-	*	-	-	16%	*	15%	-	6%	12%	22%	-	-	-	-
	CWOD	25%	23%	26%	34%	24%	*	-	*	-	-	25%	46%	-	26%	23%	27%	25%	-	12%	-	-
	EL	13%	15%	22%	26%	22%	*	-	*	-	-	22%	44%	6%	23%	22%	23%	22%	-	9%	-	-
	Male	23%	21%	26%	33%	25%	*	-	*	-	-	26%	33%	12%	27%	23%	26%	-	-	15%	-	-
	Female	24%	22%	25%	35%	23%	-	-	-	-	-	24%	50%	22%	25%	22%	-	25%	-	8%	-	-

Science	All Students	22%	17%	17%	42%	13%	*	-	-	-	-	16%	33%	*	17%	14%	17%	16%	-	0%	-	-
	CWD	7%	8%	*	-	*	-	-	-	-	-	*	-	*	-	*	*	*	-	-	-	-
	CWOD	24%	18%	17%	42%	14%	*	-	-	-	-	16%	33%	-	17%	14%	18%	16%	-	0%	-	-
	EL	5%	4%	14%	*	11%	*	-	-	-	-	13%	*	*	14%	14%	12%	15%	-	0%	-	-
	Male	23%	17%	17%	*	15%	*	-	-	-	-	16%	*	*	18%	12%	17%	-	-	*	-	-
	Female	21%	17%	16%	50%	10%	-	-	-	-	-	15%	*	*	16%	15%	-	16%	-	*	-	-

'*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates zero observations reported for this group.

Part (iii): Academic Growth and Graduation Rate

Part (iii)(I): Academic Growth
This section provides information on students' academic growth for mathematics and ELA/reading for public elementary schools and secondary schools which don't have a graduation rate. These results include all students tested, regardless of whether they were in the accountability subset.

	All Students	African American	Hispanic	White	American Indian	Asian	Pacific Islander	Two or More Races	Econ Disadv	CWD	EL
Academic Growth Score
Reading
All Students	69	85	68	*	-	-	-	-	69	89	68
CWD	89	-	89	-	-	-	-	-	89	89	100
CWOD	68	85	67	*	-	-	-	-	68	-	67
EL	68	88	67	*	-	-	-	-	69	100	68
Male	71	*	70	*	-	-	-	-	70	86	69
Female	68	88	66	-	-	-	-	-	68	*	68
Mathematics
All Students	74	85	74	*	-	-	-	-	75	88	74
CWD	88	-	88	-	-	-	-	-	88	88	88
CWOD	74	85	73	*	-	-	-	-	74	-	73
EL	74	88	73	*	-	-	-	-	74	88	74
Male	74	*	74	*	-	-	-	-	74	83	75
Female	75	100	73	-	-	-	-	-	75	*	73

Part (iii)(II): Graduation Rate
This section provides information on high school graduation rates.

	All Students	African American	Hispanic	White	American Indian	Asian	Pacific Islander	Two or More Races	Econ Disadv	CWD	EL	Homeless	Foster Care
Federal Graduation Rates
4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2017
All Students	-	-	-	-	-	-	-	-	-	-	-	-	-
CWD	-	-	-	-	-	-	-	-	-	-	-	-	-
CWOD	-	-	-	-	-	-	-	-	-	-	-	-	-
EL	-	-	-	-	-	-	-	-	-	-	-	-	-
Male	-	-	-	-	-	-	-	-	-	-	-	-	-
Female	-	-	-	-	-	-	-	-	-	-	-	-	-

'*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates there are no students in the group.

Part (iv): English Language Proficiency

This section provides information on the number and percentage of English learners achieving English language proficiency.

Total EL in Class	Proficiency of EL	Rate of Proficiency

692	109	16%
'*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates zero observations reported for this group.

Part (v): School Quality or Student Success (SQSS)

This section provides information on the other indicator of school quality or student success, which is college, career and military readiness (CCMR) for high schools and average performance rate of the three STAAR performance levels of all students, regardless of whether they were in the accountability subset, for elementary and secondary schools without a graduation rate.

	All Students	African American	Hispanic	White	American Indian	Asian	Pacific Islander	Two or More Races	Econ Disadv	CWD	EL
Student Success (Student Achievement Domain Score: STAAR Component Only)
STAAR Component Score	46	51	46	*	-	*	-	-	46	37	44

School Quality (College, Career, and Military Readiness Performance)
%Students meeting CCMR	-	-	-	-	-	-	-	-	-	-	-

'*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates there are no students in the group.

Part (vi): Goal Meeting Status

This section provides information on the progress of all students and each student group toward meeting the long-term goals or interim objectives on STAAR academic performance, federal graduation rate, and English learners' language proficiency.

	All Students	African American	Hispanic	White	American Indian	Asian	Pacific Islander	Two or More Races	Econ Disadv	CWD	EL +
STAAR Performance Status
Reading
Interim Goals (2018-2022)	44%	32%	37%	60%	43%	74%	45%	56%	33%	19%	29%
Target Met	N	Y	N						N		Y
Interim Goals (2023-2027)	52%	42%	46%	66%	51%	78%	53%	62%	43%	31%	39%
Target Met	N	N	N						N		N
Interim Goals (2028-2032)	62%	54%	58%	73%	62%	82%	63%	70%	55%	45%	52%
Target Met	N	N	N						N		N
Long-Term Goals	72%	66%	69%	80%	72%	87%	73%	78%	67%	60%	65%
Target Met	N	N	N						N		N
Mathematics
Interim Goals (2018-2022)	46%	31%	40%	59%	45%	82%	50%	54%	36%	23%	40%
Target Met	Y	Y	Y						Y		Y
Interim Goals (2023-2027)	54%	41%	49%	65%	53%	85%	57%	61%	45%	34%	49%
Target Met	N	Y	Y						Y		Y
Interim Goals (2028-2032)	63%	54%	59%	73%	63%	88%	66%	69%	57%	48%	59%
Target Met	N	Y	N						N		N
Long-Term Goals	73%	66%	70%	80%	73%	91%	75%	77%	68%	62%	70%
Target Met	N	N	N						N		N

English Learner Language Proficiency Status

Interim Goals (2018-2022)											42%
Target Met											Y
Interim Goals (2023-2027)											44%
Target Met											Y
Interim Goals (2028-2032)											46%
Target Met											Y
Long-Term Goals											46%
Target Met											Y

Federal Graduation Status

Interim Goals (2018-2022)	90%	90%	90%	90%	90%	90%	90%	90%	90%	90%	90%
Target Met
Interim Goals (2023-2027)	92%	92%	92%	92%	92%	92%	92%	92%	92%	92%	92%
Target Met
Interim Goals (2028-2032)	94%	94%	94%	94%	94%	94%	94%	94%	94%	94%	94%
Target Met
Long-Term Goals	94%	94%	94%	94%	94%	94%	94%	94%	94%	94%	94%
Target Met

'+' STAAR Performance and Graduation use EL(Current & Monitored), EL English Learner Language Proficiency uses EL (Current). Blank cells above represent student group indicators that do not meet the minimum size criteria.

Source: 2018 Accountability Closing the Gaps Status Table

Part (vii): STAAR Participation

This section provides the percentage of students assessed and not assessed for mathematics, ELA/reading, and science.

		Campus	African American	Hispanic	White	American Indian	Asian	Pacific Islander	Two or More Races	Econ Disadv	Non Econ Disadv	CWD	CWOD	EL	Male	Female	Migrant
Participation Rate

All Subjects	All Students	100%	100%	100%	100%	-	100%	-	-	100%	100%	100%	100%	100%	100%	100%	-
	CWD	100%	-	100%	*	-	*	-	-	100%	*	100%	-	100%	100%	100%	-
	CWOD	100%	100%	100%	100%	-	100%	-	-	100%	100%	-	100%	100%	100%	100%	-
	EL	100%	100%	100%	100%	-	100%	-	-	100%	100%	100%	100%	100%	100%	100%	-
	Male	100%	100%	100%	100%	-	100%	-	-	100%	100%	100%	100%	100%	100%	-	-
	Female	100%	100%	100%	-	-	-	-	-	100%	100%	100%	100%	100%	-	100%	-

Reading	All Students	100%	100%	100%	*	-	*	-	-	100%	100%	100%	100%	100%	100%	100%	-
	CWD	100%	-	100%	*	-	*	-	-	100%	*	100%	-	100%	100%	100%	-
	CWOD	100%	100%	100%	*	-	*	-	-	100%	100%	-	100%	100%	100%	100%	-
	EL	100%	100%

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