NCLB REPORT CARD

Transcription

1 NCLB REPORT CARD DENTON ISD

2 March 01, 2017 Dear Parent: Denton ISD is sharing this information about the district and your child s campus with you as part of its obligations under the federal No Child Left Behind Act of 2001 (NCLB). Federal Report Cards for the state, the district, and each of the district s campuses are now available on the district s website at this link: or are also available on the Texas Education Agency s website at: ESEA_Resources/Federal_Report_Card/. Information on these report cards includes: Part I: Percent Tested and Student Achievement by Proficiency Level Provides the State of Texas Assessment of Academic Readiness (STAAR) performance results and participation for each subject area and grade level tested. Participation reports also include reports of the participation of Children with Individualized Education Plans (IEPs) by assessment type. Part II: Student Achievement and State Academic Annual Measurable Objectives (AMOs) Provides the AMO outcomes and data table of STAAR performance results for each subject area tested in the accountability subset. This section also includes participation rates on STAAR for reading/english and mathematics, use of alternative assessments, plus four-year and five-year graduation rates. Part III: Priority and Focus Schools Priority schools are the lowest 5% of Title I served campuses based on performance in reading and mathematics and graduation rates. 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. Part IV: Teacher Quality Data Provides information on teacher quality in three parts. Part A Percent of Teachers by Highest Degree Held Professional qualifications of all public elementary and secondary teachers in the Texas.

3 Part B and C Teachers with Emergency/Provisional Credentials, Highly Qualified (HQ) Teachers Low Poverty/Low Poverty Summary Reports 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. Part V: Graduates Enrolled in Texas Institution of Higher Education (IHE) Provides the percentage of students who enroll and begin instruction at an institution of higher education in Texas during the school year (fall or spring semester) following high school graduation. Part VI: Statewide National Assessment of Educational Progress (NAEP) Results Provides most recent NAEP results for Texas showing reading and mathematics performance results and participation rates, disaggregated by student group. If you have difficulty accessing the information from the website, hard copies of the reports are available at the district or campus office. If you have questions about the information, please contact your child s principal. Sincerely, Chris Shade Coordinator of District Improvement & Innovation and Coordinator of Federal & State Programs

4 01 de marzo 2017 Estimado padre de familia: El Denton independiente del distrito escolar está compartiendo con usted la información sobre el distrito y la escuela de su hijo como parte de las obligaciones que se requieren bajo la ley federal del Que Ningún Niño Sé Que Atrás del 2001 (NCLB, por sus siglas en inglés). Las Tarjetas de Reporte de NCLB para el estado entero el distrito escolar y cada una de las escuelas del distrito están ahora disponibles en la página de internet en este enlace: y también están disponibles en la página de internet de la Agencia de Educación de Texas: ESEA_Resources/Federal_Report_Card/. La información de las tarjetas de reporte incluye lo siguiente: Parte I: Rendimiento de los Estudiantes por Nivel de Competencia - Proporciona los resultados de rendimiento del programa de evaluación académica (STAAR, por sus siglas en inglés) para cada materia y grado evaluado. Parte II: Los Objetivos Académicos Anuales Mensurables del estado Proporciona los resultados de rendimiento de las pruebas STAAR en cada materia. También incluye el índice de cuatro y cinco años de las tasas de graduación y las tasas de participación en las pruebas STAAR en lectura/inglés y matemáticas. Parte III: Escuelas con Enfoque o Escuelas con Prioridad - as escuelas con prioridad son las que se encuentran dentro del 5% más bajo del Título I en el rendimiento en lectura y matemáticas y las tasas de graduación. Las escuelas con enfoque constituyen el 10 % del Título I que aún no son identificadas como escuelas con prioridad, que tienen la mayor diferencias entre el desempeño de grupo de estudiantes y garantizar los objetivos. Parte IV: Calidad de Datos de Maestros proporciona información sobre la calidad de los maestros en tres partes.

5 Parte A porcentaje de maestros con el más alto nivel de título obtenido - cualificaciones profesionales de todos los maestros en las escuelas públicas de primaria y secundaria en Texas. Parte B y C maestros con credenciales provisionales o de emergencia, maestros altamente calificados (highly qualified), informes resumidos sobre la pobreza/con bajos índices de pobreza - porcentaje de todos los maestros en las escuelas públicas de primaria y secundaria trabajando con credenciales provisionales o de emergencia, el porcentaje de los salones de clases en el estado sin maestros que no están altamente calificados separados por niveles altos de pobreza en comparación con escuelas de bajos ingresos. Parte V: Graduados Matriculados en una Institución de Educación Post-Secundaria en Texas (Universidad) proporciona el porcentaje de estudiantes que se matricularon y comenzaron en una institución de educación post-secundaria en el año escolar después de que se graduaron de la secundaria. Parte VI: Resultados Estatales de La Evaluación Nacional del Progreso Educativo (NAEP, por sus siglas en inglés) proporciona los resultados de NAEP más recientes en Texas del rendimiento en matemáticas y lectura y la tasa de participación, separados por grupos de alumnos. Si usted tiene dificultad obteniendo esta información del sitio de internet, copias impresas de los informes están disponibles en la oficina central del distrito o a través de la escuela en la oficina del principal. Si usted tiene preguntas acerca de la información, por favor comuníquese con director de su hijo. Atentamente, Chris Shade, director de mejora la escuela

6 Texas Education Agency Federal Report Card for Texas Public Schools District Name: DENTON ISD District ID: Print this report 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 school year. These results include all students tested, whether or not they were in the accountability subset. Region African American Pacific Two or More Special State 11 District AmericanHispanic White Indian Asian Islander Races Ed STAAR Percent At or Above Level II Satisfactory (2016) or Phase-in 1 Level II (2015) Econ Disadv ELL Female Male Migrant Grade 3 Reading % 74% 76% 63% 68% 83% 88% 79% * 85% 48% 63% 63% 79% 73% * % 75% 76% 64% 65% 85% 74% 89% 100% 80% 45% 62% 55% 78% 74% - Mathematics % 75% 79% 61% 74% 85% 82% 87% * 82% 55% 68% 71% 78% 79% * % 74% 77% 64% 68% 84% 78% 91% * 83% 46% 65% 63% 77% 77% - Grade 4 Reading % 75% 76% 66% 64% 86% 70% 91% 100% 85% 45% 61% 52% 80% 73% % 73% 73% 58% 62% 83% 59% 87% * 78% 39% 59% 53% 76% 70% * Mathematics % 73% 76% 62% 68% 83% 90% 93% 100% 76% 46% 64% 65% 74% 77% % 71% 71% 50% 62% 82% 55% 93% * 63% 36% 57% 56% 71% 72% * Writing % 70% 71% 60% 63% 79% 70% 82% 100% 70% 38% 59% 57% 75% 68% % 68% 70% 57% 62% 77% 60% 88% * 69% 29% 56% 58% 76% 65% * Grade 5 Reading % 81% 86% 82% 78% 92% 71% 89% * 87% 51% 78% 70% 88% 85% * % 85% 88% 79% 82% 93% 89% 95% 100% 88% 49% 78% 75% 91% 86% - Mathematics % 85% 86% 75% 82% 91% 82% 97% * 82% 54% 79% 80% 88% 85% * % 76% 79% 63% 73% 85% 89% 95% 83% 82% 37% 67% 64% 80% 78% - Science % 74% 76% 66% 64% 86% 65% 89% * 73% 47% 63% 53% 76% 76% * % 70% 74% 63% 60% 83% 79% 82% 100% 82% 35% 57% 45% 73% 74% - Grade 6 Reading % 72% 75% 62% 63% 84% 76% 86% 83% 84% 33% 57% 42% 78% 72% % 77% 81% 69% 71% 88% 60% 94% * 89% 37% 67% 50% 84% 77% - Mathematics % 73% 78% 65% 69% 84% 94% 94% 83% 84% 43% 62% 53% 78% 77% % 75% 77% 59% 68% 86% 80% 90% * 86% 41% 62% 56% 77% 77% - Grade 7 Reading % 73% 77% 66% 67% 84% 57% 85% * 94% 33% 63% 48% 82% 72% % 76% 80% 73% 68% 89% * 93% * 91% 36% 67% 41% 84% 76% - Mathematics % 69% 78% 67% 67% 86% 64% 92% * 88% 35% 64% 49% 81% 75% % 70% 79% 65% 71% 87% 73% 95% * 84% 40% 68% 54% 80% 78% - Writing % 71% 74% 67% 63% 82% 43% 83% * 91% 28% 60% 40% 82% 67% % 73% 77% 72% 68% 84% * 93% * 87% 33% 66% 42% 85% 71% - Grade 8 Reading % 88% 91% 88% 85% 96% 75% 93% * 100% 58% 84% 63% 95% 88% -

7 % 86% 89% 82% 85% 94% 89% 92% * 80% 48% 80% 63% 91% 88% * Mathematics % 81% 89% 82% 85% 93% 100% 93% * 90% 52% 82% 73% 91% 86% % 73% 81% 67% 77% 87% 82% 91% * 73% 37% 72% 65% 84% 79% * Science % 75% 79% 63% 71% 87% 89% 93% * 81% 41% 66% 44% 80% 78% % 70% 76% 60% 64% 87% 74% 92% * 60% 33% 62% 40% 76% 76% * Social Studies % 66% 70% 55% 58% 79% 67% 93% * 90% 31% 53% 31% 68% 71% % 66% 68% 50% 53% 80% 58% 83% * 67% 25% 50% 25% 67% 69% * End of Course English I % 68% 69% 60% 59% 79% 76% 77% * * 27% 56% 34% 78% 61% * % 71% 70% 61% 59% 81% 65% 81% * * 32% 56% 40% 78% 63% * English II % 71% 70% 56% 59% 82% 71% 82% * * 25% 54% 35% 78% 62% % 73% 72% 62% 60% 83% 91% 79% * * 30% 59% 41% 76% 69% * Algebra I % 78% 78% 67% 72% 86% 78% 86% * * 41% 70% 52% 82% 75% % 79% 80% 69% 72% 88% 93% 91% * * 35% 70% 57% 83% 77% - Biology % 89% 88% 81% 82% 94% 86% 90% * * 50% 81% 59% 89% 87% % 90% 91% 86% 84% 96% 94% 96% * * 60% 84% 71% 93% 88% - U.S. History % 92% 91% 86% 85% 96% 89% 96% * * 57% 84% 68% 90% 93% % 90% 88% 75% 81% 96% 94% 98% * - 46% 78% 64% 87% 90% * All Grades All Subjects % 76% 78% 68% 70% 86% 77% 89% 79% 83% 43% 66% 56% 81% 76% 83% % 76% 78% 66% 69% 86% 74% 90% 69% 80% 38% 65% 54% 80% 76% 79% Reading % 75% 77% 67% 67% 86% 74% 85% 73% 88% 40% 64% 51% 82% 73% * % 77% 78% 67% 68% 87% 73% 88% 61% 84% 40% 65% 52% 82% 75% * Mathematics % 76% 80% 69% 74% 87% 83% 92% 85% 82% 47% 70% 64% 82% 79% * % 74% 78% 63% 70% 85% 78% 92% 78% 79% 39% 66% 59% 79% 77% * Writing % 71% 73% 63% 63% 81% 59% 83% 100% 77% 34% 60% 51% 79% 67% % 70% 74% 65% 65% 80% 53% 90% * 77% 31% 61% 52% 80% 68% * Science % 79% 81% 70% 72% 89% 79% 91% * 77% 46% 70% 53% 82% 80% * % 77% 80% 71% 70% 88% 81% 90% 83% 76% 42% 68% 52% 81% 80% * Social Studies % 79% 80% 70% 71% 88% 81% 94% * 91% 43% 67% 48% 79% 81% % 78% 77% 62% 66% 87% 76% 90% 56% 67% 33% 62% 43% 76% 79% * STAAR Percent at Final Level II or Above All Grades All Subjects % 45% 47% 33% 35% 58% 41% 67% 47% 49% 18% 31% 19% 50% 45% 83% % 41% 43% 28% 30% 54% 36% 66% 40% 47% 15% 26% 16% 46% 41% 21% Reading % 46% 49% 35% 35% 60% 43% 67% 50% 53% 19% 31% 17% 55% 43% * % 44% 46% 31% 31% 58% 37% 64% 39% 54% 15% 27% 15% 51% 41% * Mathematics % 42% 45% 29% 34% 55% 38% 70% 50% 47% 18% 29% 23% 45% 45% * % 37% 41% 24% 29% 52% 31% 70% 43% 42% 15% 26% 19% 41% 41% * Writing % 43% 44% 33% 34% 54% 29% 63% 50% 44% 18% 31% 24% 53% 37% % 34% 36% 23% 27% 43% 20% 66% * 43% 12% 22% 17% 45% 28% * Science % 47% 48% 34% 35% 60% 44% 67% * 45% 16% 32% 13% 50% 47% * % 43% 45% 31% 30% 57% 54% 70% 42% 46% 15% 27% 10% 45% 46% *

8 Social Studies % 49% 49% 34% 36% 61% 56% 65% * 47% 22% 32% 11% 45% 54% % 45% 44% 29% 28% 56% 35% 57% 44% 33% 15% 26% 8% 39% 48% * STAAR Percent at Level III Advanced All Grades All Subjects % 18% 19% 9% 11% 25% 19% 35% 18% 22% 5% 9% 5% 20% 17% 33% % 16% 16% 8% 9% 22% 14% 35% 19% 21% 4% 7% 4% 17% 16% 7% Reading % 18% 19% 10% 11% 26% 18% 31% 23% 29% 6% 9% 5% 23% 16% * % 17% 19% 9% 10% 26% 17% 34% 26% 29% 5% 9% 4% 22% 16% * Mathematics % 18% 18% 8% 11% 24% 17% 43% 15% 20% 6% 9% 7% 17% 19% * % 14% 15% 7% 8% 20% 13% 38% 9% 17% 4% 7% 4% 14% 15% * Writing % 16% 15% 9% 10% 19% 15% 27% 25% 15% 5% 9% 5% 20% 10% % 9% 9% 5% 5% 11% 3% 25% * 16% 3% 4% 3% 13% 6% * Science % 16% 16% 7% 8% 23% 23% 34% * 14% 4% 8% 3% 17% 16% * % 15% 16% 7% 7% 23% 17% 37% 17% 18% 4% 6% 2% 16% 16% * Social Studies % 24% 25% 13% 16% 33% 33% 37% * 25% 6% 13% 3% 21% 28% % 20% 19% 7% 11% 26% 14% 34% 33% 13% 3% 10% 3% 15% 23% * STAAR Participation (All Grades) All Tests % 99% 99% 99% 99% 99% 100% 99% 96% 99% 99% 99% 99% 99% 99% 100% % 99% 99% 99% 99% 99% 99% 99% 96% 99% 98% 99% 98% 99% 99% 100% Reading % 99% 99% 99% 99% 99% 99% 99% 100% 100% 99% 99% 99% 99% 99% * % 99% 99% 100% 98% 99% 99% 98% 97% 100% 97% 98% 96% 99% 99% 100% Mathematics % 100% 100% 100% 100% 100% 100% 100% 96% 100% 99% 100% 100% 100% 99% * % 100% 99% 100% 100% 99% 99% 100% 100% 99% 98% 99% 100% 100% 99% 100% Writing % 100% 100% 100% 100% 100% 100% 100% 100% 99% 99% 100% 100% 99% 100% % 99% 99% 99% 100% 99% 94% 99% 100% 96% 97% 99% 100% 99% 99% 100% Science % 99% 99% 99% 99% 99% 100% 99% 86% 100% 98% 98% 98% 99% 99% * % 99% 99% 98% 99% 99% 100% 99% 92% 98% 98% 99% 99% 99% 99% 100% Social Studies % 98% 98% 97% 97% 98% 100% 98% 86% 97% 97% 97% 96% 98% 98% % 98% 99% 99% 99% 99% 100% 99% 90% 88% 98% 99% 99% 99% 99% 100% STAAR Participation Results by Assessment Type for Students Served in Special Education Settings (All Grades) Reading Tests % of Participants % 98% 97% 100% 95% 98% 100% 96% * 100% 97% 97% 94% 97% 97% * % STAAR/EOC With No Accommodations % 16% 15% 13% 11% 18% 14% 17% * 19% 15% 13% 8% 14% 15% * % STAAR/EOC With Accommodations % 72% 75% 77% 77% 73% 79% 71% * 69% 75% 75% 80% 76% 74% * % STAAR Alternate % 10% 7% 10% 7% 7% 7% 8% * 13% 7% 8% 5% 6% 8% * % of Non-Participants % 2% 3% 0% 5% 2% 0% 4% * 0% 3% 3% 6% 3% 3% * Mathematics Tests % of Participants % 99% 98% 99% 97% 98% 100% 95% * 100% 98% 98% 99% 98% 98% - % STAAR/EOC With No Accommodations % 15% 14% 9% 10% 18% 20% 20% * 13% 14% 11% 8% 13% 14% - % STAAR/EOC With Accommodations % 73% 76% 80% 79% 73% 73% 65% * 74% 76% 78% 85% 79% 75% - % STAAR Alternate % 11% 8% 10% 8% 7% 7% 10% * 13% 8% 9% 6% 7% 8% -

9 % of Non-Participants % 1% 2% 1% 3% 2% 0% 5% * 0% 2% 2% 1% 2% 2% - '*' 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 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 African American Pacific Two or More ELL Econ Special (Current & ELLTotal Total Percent of Eligible Measures StudentsAmericanHispanic White Indian Asian Islander Races Disadv Ed Monitored) + Met Eligible 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 Y Y N N Mathematics Y Y Y Y Y Y Y Y N Y Writing Y Y Y Y N Y Y Y N N Science Y Y Y Y Y Y Y Y N Y Social Studies Y Y Y Y Y Y Y Y N N Total 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 Y 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 Y Y Mathematics Y Y Y Y Y Y Y Y Y Y Y Total Federal Graduation Status (Target: See Reason Codes) Graduation Target Met Y Y Y Y Y Y Y Y Y Reason Code *** a a a a a a a c b Total District: Met Federal Limits on Alternative Assessments Reading Alternate 1% Y Number Proficient 137 Total Federal Cap Limit 183 Mathematics Alternate 1% Y Number Proficient 129 Total Federal Cap Limit 151 Total Overall Total 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.

10 n/a Indicates the student group is not applicable to System Safeguards. All African Students 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 13,348 1,642 3,701 7, , ,619 n/a Total Tests 17,129 2,411 5,445 8, ,227 1,964 2,841 2,523 % at Level II Satisfactory 78% 68% 68% 86% 72% 89% 74% 89% 65% 40% 57% n/a Mathematics # at Level II Satisfactory 11,555 1,369 3,344 6, , ,676 n/a Total Tests 14,226 1,956 4,477 7, ,041 1,702 2,433 2,149 % at Level II Satisfactory 81% 70% 75% 88% 83% 94% 83% 83% 71% 48% 69% n/a Writing # at Level II Satisfactory 2, , , n/a Total Tests 4, ,279 2, , % at Level II Satisfactory 73% 63% 64% 82% 56% 88% 100% 76% 61% 34% 56% n/a Science # at Level II Satisfactory 4, ,362 2,722 ** 177 * 58 1, n/a Total Tests 6, ,856 3,036 ** 184 * 72 2, % at Level II Satisfactory 82% 71% 73% 90% 78% 96% * 81% 71% 47% 61% n/a Social Studies # at Level II Satisfactory 3, ,646 ** 115 * n/a Total Tests 3, ,142 1,867 ** 119 * 30 1, % at Level II Satisfactory 80% 71% 71% 88% 81% 97% * 93% 67% 42% 54% n/a Participation Rates Reading: Assessments Number Participating 18,141 2,567 5,802 8, ,802 2,109 n/a 2,837 Total Students 18,252 2,580 5,836 8, ,857 2,128 n/a 2,853 Participation Rate 99% 99% 99% 99% 99% 99% 100% 100% 99% 99% n/a 99% Mathematics: Assessments Number Participating 15,005 2,093 4,676 7, ,473 1,803 n/a 2,311 Total Students 15,069 2,103 4,697 7, ,503 1,821 n/a 2,322 Participation Rate 100% 100% 100% 100% 100% 100% 96% 100% 100% 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 African Students American Hispanic American Indian Pacific Islander Two or More Races Econ Disadv Special Ed ELL ELL (Ever HS) (Current) White Asian Federal Graduation Rates 4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2015 Number Graduated 1, ** 35 * n/a Total in Class 1, ** 35 * Graduation Rate 94.6% 94.1% 92.4% 95.8% 77.8% 100.0% * 96.3% 92.6% 84.8% 89.0% n/a 4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2014 Number Graduated 1, ** 43 * n/a Total in Class 1, ** 45 *

11 Graduation Rate 93.8% 91.5% 91.3% 95.3% 94.4% 95.6% * 100.0% 91.8% 76.9% 84.2% n/a 5-year Extended Graduation Rate (Gr 9-12): Class of 2014 Number Graduated 1, ** 43 * n/a Total in Class 1, ** 45 * Graduation Rate 95.6% 93.9% 94.0% 96.7% 94.4% 95.6% * 100.0% 93.9% 82.2% 88.5% n/a District: Met Federal Limits on Alternative Assessments Reading Number Proficient 137 Total Federal Cap Limit 183 Mathematics Number Proficient 129 Total Federal Cap Limit 151 * 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 school year.identifications for the 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, bachelor s, master s, and doctorate degrees District State Number Percent Number Percent No Degree % 3, %

12 Bachelors 1, % 259, % Masters % 82, % Doctorate % 2, % 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 Special Total Education Education Total Number of Teachers 1, ,578 Total Number of Classes 4, ,744 Number of Classes Taught by Highly Qualified Teachers Number 4, ,744 Percent % % % Number of Classes Taught by Not Highly Qualified Teachers Number 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 47 4 Not Highly Qualified 0 0 High Poverty Campuses Core Academic Subject Areas General Special Total Education Education Total Number of Teachers Total Number of Classes Number of Classes Taught by Highly Qualified Teachers Number Percent % % % Number of Classes Taught by Not Highly Qualified Teachers Number 0 0 0

13 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 2 0 Not Highly Qualified 0 0 Low Poverty Campuses Core Academic Subject Areas General Special Total Education Education Total Number of Teachers Total Number of Classes 2, ,829 Number of Classes Taught by Highly Qualified Teachers Number 2, ,829 Percent % % % Number of Classes Taught by Not Highly Qualified Teachers Number 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 27 3

14 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 school year who attended a public or independent college or university in Texas in the academic year. Year Enrolled in Higher Education District Region 11 State % 57.6% 57.5% % 57.0% 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 % At or Above Basic % At or Above Proficient % At or Above Advanced Grade Subject Student Group % Below Basic Grade 4 Reading Overall American Indian n/a n/a n/a n/a Asian Black Hispanic White Students with Disabilities English Language Learners National School Lunch Program Mathematics Overall American Indian n/a n/a n/a n/a Asian Black Hispanic White Students with Disabilities English Language Learners National School Lunch Program Grade 8 Reading Overall American Indian n/a n/a n/a n/a Asian Black Hispanic White Students with Disabilities n/a English Language Learners n/a National School Lunch Program

15 Mathematics Overall American Indian n/a n/a n/a n/a Asian Black Hispanic White Students with Disabilities English Language Learners n/a National School Lunch Program 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