Texas Education Agency 2015-16 Federal Report Card for Texas Public Schools District Name: BROWNFIELD ISD District ID: 223901 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 17 African District Hispanic White Indian Pacific Asian Islander STAAR Percent At or Above Level II Satisfactory (2016) or Phase-in 1 Level II (2015) More Races Special Ed Econ Disadv Female Male Migrant Grade 3 Reading 2016 72% 67% 54% * 48% 71% - * - * * 49% 50% 52% 56% * 2015 74% 72% 54% * 47% 75% - - - * * 47% 50% 57% 51% * Mathematics 2016 74% 70% 58% * 56% 65% - * - * * 56% 50% 55% 60% * 2015 74% 71% 52% * 43% 79% - - - * 38% 45% 42% 49% 54% * Grade 4 Reading 2016 74% 70% 51% * 43% 69% - - - * 46% 46% * 59% 44% * 2015 71% 70% 43% * 40% 61% - * - - * 39% * 53% 34% * Mathematics 2016 72% 69% 47% * 40% 64% - - - * 46% 42% * 47% 47% * 2015 71% 69% 30% * 31% * - * - - * 27% * 31% 29% * Writing 2016 68% 66% 48% * 40% 65% - - - * 60% 41% * 54% 42% * 2015 67% 62% 44% * 44% 45% - * - - * 37% * 57% 32% 42% Grade 5 Reading 2016 80% 78% 58% * 55% 73% - - - - * 53% * 67% 51% 46% 2015 83% 81% 69% * 68% 68% - - - * * 65% 50% 80% 58% 50% Mathematics 2016 85% 84% 56% * 54% 68% - - - - * 51% 50% 65% 47% 54% 2015 75% 75% 51% * 44% 69% - - - * * 46% * 57% 45% * Science 2016 73% 72% 61% * 57% 77% - - - - 42% 55% 50% 63% 59% 45% 2015 69% 68% 60% * 56% 75% - - - * * 54% * 57% 63% 50% Grade 6 Reading 2016 68% 66% 44% * 37% 65% - - - * * 36% * 49% 39% * 2015 73% 69% 60% * 60% 58% * * - * * 57% 50% 58% 63% 62% Mathematics 2016 71% 68% 61% * 55% 77% - - - * * 52% * 62% 60% 45% 2015 72% 66% 64% * 67% 55% * * - * * 61% 71% 65% 63% 77% Grade 7 Reading 2016 69% 66% 50% * 47% 50% * * - * * 45% * 53% 46% 55% 2015 72% 72% 57% * 58% 57% - - - - * 54% * 67% 49% 36% Mathematics 2016 68% 65% 73% * 73% 71% * * - * * 71% * 81% 66% 73% 2015 68% 67% 73% * 73% 76% - - - - * 69% * 79% 68% 43% Writing 2016 68% 67% 55% * 53% 52% * * - * * 51% * 62% 46% 60% 2015 69% 67% 48% * 49% 43% - - - - * 47% * 63% 36% * Grade 8 Reading 2016 85% 84% 70% * 70% 78% - - - - * 66% * 81% 61% * 2015 84% 84% 71% 71% 66% 86% - - - - * 64% 50% 76% 67% 58% Mathematics 2016 80% 77% 80% * 80% 89% - - - - * 76% * 83% 78% 55% 2015 71% 68% 64% 86% 61% 68% - - - - * 57% * 71% 58% 58% Science 2016 73% 70% 55% * 57% 50% - - - - * 48% * 65% 47% * 2015 67% 65% 59% * 55% 75% - - - - * 50% * 65% 54% 42% Social Studies 2016 62% 58% 34% * 29% 56% - - - - * 35% * 31% 36% * 2015 61% 57% 42% * 38% 57% - - - - * 34% * 43% 41% * 1 of 9 7/31/17, 11:17 AM
Region African Pacific More Special Econ State 17 District Hispanic White Indian Asian Islander Races Ed Disadv Female Male Migrant End of Course English I 2016 63% 62% 51% 43% 50% 56% - - - * 29% 48% * 62% 42% 42% 2015 66% 67% 44% 38% 42% 55% * - - * * 39% * 52% 38% 36% English II 2016 66% 67% 48% 54% 43% 68% * * - * 24% 43% * 57% 40% * 2015 69% 68% 47% 38% 44% 59% * * - * * 39% * 57% 38% * Algebra I 2016 76% 75% 56% * 54% 74% - - - - 24% 52% 47% 61% 51% 67% 2015 77% 74% 65% 46% 65% 70% - - - * * 61% 54% 71% 58% 64% Biology 2016 86% 84% 71% 60% 72% 74% - - - - 36% 70% 36% 75% 68% 70% 2015 88% 86% 80% 63% 78% 90% - - - * * 75% 69% 86% 73% 78% U.S. History 2016 90% 87% 71% 75% 67% 84% * - - * 45% 65% * 71% 71% * 2015 88% 86% 56% * 55% 68% * - - * * 51% * 55% 56% * All Grades All Subjects 2016 74% 71% 57% 56% 54% 68% * 83% - 76% 30% 52% 33% 62% 52% 44% 2015 73% 71% 56% 49% 53% 65% * 63% - 81% 22% 50% 35% 61% 51% 45% Reading 2016 72% 69% 52% 55% 49% 65% * * - 83% 26% 48% 22% 59% 46% 38% 2015 74% 72% 54% 49% 52% 65% * * - 79% 21% 49% 34% 61% 48% 41% Mathematics 2016 75% 72% 61% 45% 59% 72% * * - 80% 26% 57% 47% 65% 58% 55% 2015 73% 70% 58% 56% 55% 64% * * - 82% 24% 53% 43% 61% 54% 51% Writing 2016 68% 66% 51% 86% 47% 59% * * - 63% 44% 47% * 58% 44% 44% 2015 68% 64% 46% * 46% 44% - * - - 31% 42% * 60% 34% 35% Science 2016 77% 76% 64% 55% 63% 69% - - - - 34% 59% 39% 68% 59% 47% 2015 75% 73% 67% 53% 63% 80% - - - * 20% 60% 43% 71% 63% 55% Social Studies 2016 76% 73% 58% 65% 52% 75% * - - * 39% 54% * 58% 57% * 2015 74% 73% 49% 31% 47% 62% * - - * * 43% * 50% 49% 35% STAAR Percent at Final Level II or Above All Grades All Subjects 2016 42% 38% 24% 18% 20% 37% * 17% - 41% 13% 19% 5% 27% 21% 13% 2015 38% 35% 20% 14% 17% 32% * 13% - 47% 8% 16% 5% 23% 18% 13% Reading 2016 42% 38% 22% 21% 19% 36% * * - 33% 11% 17% 2% 28% 17% 9% 2015 40% 37% 21% 16% 18% 33% * * - 43% 7% 17% 3% 24% 19% 12% Mathematics 2016 40% 36% 26% 19% 24% 34% * * - 60% 10% 22% 12% 27% 25% 18% 2015 36% 32% 21% 13% 19% 30% * * - 27% 12% 17% 10% 24% 18% 22% Writing 2016 39% 36% 23% 0% 20% 36% * * - 38% 38% 19% * 28% 18% 28% 2015 31% 27% 13% * 13% 15% - * - - 13% 12% * 22% 5% 4% Science 2016 44% 41% 24% 10% 21% 39% - - - - 6% 18% 0% 25% 22% 9% 2015 40% 36% 28% 18% 22% 44% - - - * 6% 21% 6% 30% 25% 10% Social Studies 2016 45% 39% 23% 22% 17% 50% * - - * 24% 17% * 23% 24% * 2015 41% 38% 11% 6% 8% 22% * - - * * 10% * 12% 11% 0% STAAR Percent at Level III Advanced All Grades All Subjects 2016 17% 14% 7% 2% 5% 15% * 17% - 9% 4% 5% 0% 8% 6% 3% 2015 14% 12% 6% 2% 4% 12% * 0% - 16% 2% 4% 1% 7% 4% 3% Reading 2016 16% 14% 6% 4% 4% 12% * * - 8% 3% 4% 0% 7% 5% 2% 2015 15% 14% 6% 0% 4% 15% * * - 14% 2% 4% 1% 8% 5% 4% Mathematics 2016 17% 14% 9% 0% 7% 18% * * - 20% 1% 7% 1% 10% 8% 4% 2015 14% 12% 6% 3% 5% 12% * * - 18% 1% 5% 1% 7% 5% 5% Writing 2016 14% 12% 7% 0% 5% 13% * * - 0% 13% 5% * 9% 5% 6% 2015 8% 7% 2% * 2% 2% - * - - 6% 2% * 4% 0% 0% Science 2016 15% 13% 3% 0% 3% 7% - - - - 2% 2% 0% 4% 3% 0% 2015 14% 11% 7% 6% 4% 14% - - - * 3% 5% 0% 7% 6% 0% 2 of 9 7/31/17, 11:17 AM
Region State 17 District African Hispanic White Indian Pacific More Asian Islander Races Special Ed Econ Disadv Female Male Migrant Social Studies 2016 21% 17% 8% 4% 3% 30% * - - * 10% 5% * 8% 9% * 2015 18% 16% 2% 6% 1% 4% * - - * * 1% * 3% 1% 0% STAAR Participation (All Grades) All Tests 2016 99% 100% 100% 100% 100% 100% 100% 100% - 100% 100% 100% 100% 100% 100% 100% 2015 99% 99% 99% 99% 100% 99% 100% 100% - 100% 98% 100% 98% 99% 99% 98% Reading 2016 99% 100% 100% 100% 100% 100% * * - 100% 100% 100% 100% 100% 100% 100% 2015 99% 99% 99% 100% 99% 100% 100% 100% - 100% 99% 100% 96% 99% 100% 97% Mathematics 2016 100% 100% 100% 100% 100% 100% * * - 100% 100% 100% 100% 100% 100% 100% 2015 99% 100% 100% 100% 100% 99% 100% 100% - 100% 99% 100% 100% 100% 99% 99% Writing 2016 99% 100% 100% 100% 100% 98% * * - 100% 100% 100% 100% 99% 100% 95% 2015 99% 100% 100% 100% 100% 98% - 100% - - 94% 100% 100% 99% 100% 100% Science 2016 99% 100% 100% 100% 100% 100% - - - - 100% 100% 100% 100% 100% 100% 2015 99% 99% 100% 100% 100% 99% - - - 100% 100% 100% 100% 100% 99% 100% Social Studies 2016 98% 99% 99% 100% 99% 100% * - - * 100% 99% 100% 99% 99% 100% 2015 99% 99% 98% 94% 99% 98% 100% - - 100% 97% 98% 100% 98% 99% 100% STAAR Participation Results by Assessment Type for Students Served in Special Education Settings (All Grades) Reading Tests % of Participants 2016 98% 99% 99% 100% 100% 96% * - - - 99% 99% * 98% 100% 100% % STAAR/EOC With No Accommodations 2016 13% 10% 21% 0% 23% 19% * - - - 21% 15% * 14% 24% 0% % STAAR/EOC With Accommodations 2016 73% 78% 73% 100% 72% 70% * - - - 73% 80% * 74% 72% 100% % STAAR Alternate2 2016 11% 11% 5% 0% 5% 7% * - - - 5% 4% * 10% 3% 0% % of Non-Participants 2016 2% 1% 1% 0% 0% 4% * - - - 1% 1% * 2% 0% 0% Mathematics Tests % of Participants 2016 99% 99% 99% * 100% 95% * - - - 99% 99% * 97% 100% 100% % STAAR/EOC With No Accommodations 2016 12% 8% 15% * 16% 15% * - - - 15% 10% * 9% 18% 0% % STAAR/EOC With Accommodations 2016 75% 79% 77% * 77% 70% * - - - 77% 83% * 75% 77% 100% % STAAR Alternate2 2016 12% 12% 7% * 7% 10% * - - - 7% 6% * 13% 5% 0% % of Non-Participants 2016 1% 1% 1% * 0% 5% * - - - 1% 1% * 3% 0% 0% '*' 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. More Races (Current & Total Monitored) + Met Percent of Eligible Measures Met All African Pacific Econ Special Total Students Hispanic White Indian Asian Islander Disadv Ed Eligible Performance Status - State State Target 60% 60% 60% 60% 60% 60% 60% 60% 60% 60% 60% Reading N N N Y N N N 1 7 14 Mathematics Y N Y Y N N N 3 7 43 Writing N N N N 0 4 0 3 of 9 7/31/17, 11:17 AM
All African Pacific More Econ Special (Current & Total Total Percent of Eligible Measures Students Hispanic White Indian Asian Islander Races Disadv Ed Monitored) + Met Eligible Met Science Y Y Y N N N 3 6 50 Social Studies N N Y N N 1 5 20 Total 8 29 28 Performance Status - Federal Federal Target 87% 87% 87% 87% 87% 87% 87% Reading N N N n/a n/a n/a n/a N N n/a Mathematics N N N n/a n/a n/a n/a 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 7 7 100 Mathematics Y Y Y Y Y Y Y 7 7 100 Total 14 14 100 Federal Graduation Status (Target: See Reason Codes) Graduation Target Y Y Y Y 4 4 100 Met Reason Code *** a a a a Total 4 4 100 District: Met Federal Limits on Alternative Assessments Reading Alternate 1% Y Number 5 Proficient Total Federal 13 Cap Limit Mathematics Alternate 1% Y Number 5 Proficient Total Federal 10 Cap Limit Total 1 1 100 Overall Total 27 48 56 + Participation uses (Current), Graduation uses (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 African Students Hispanic White Indian Asian Pacific Islander More Races Econ Disadv Special Ed (Current & Monitored) Performance Rates Reading # at Level II Satisfactory 619 22 439 145 * * - 10 427 33 26 n/a Total Tests 1,167 40 887 223 * * - 12 885 128 85 70 % at Level II Satisfactory 53% 55% 49% 65% * * - 83% 48% 26% 31% n/a Mathematics # at Level II Satisfactory 576 12 420 133 * * - 8 405 23 42 n/a Total Tests 920 26 695 186 * * - 10 691 90 74 59 % at Level II Satisfactory 63% 46% 60% 72% * * - 80% 59% 26% 57% n/a Writing # at Level II Satisfactory 130 * 87 34 * * - 5 88 6 10 n/a Total Tests 252 * 179 59 * * - 8 186 15 15 * % at Level II Satisfactory 52% * 49% 58% * * - 63% 47% 40% 67% n/a Science # at Level II Satisfactory 251 10 197 44 - - - - 178 16 11 n/a Total Tests 395 19 312 64 - - - - 303 49 28 27 (Current) 4 of 9 7/31/17, 11:17 AM
All African Pacific More Econ Special (Current & Students Hispanic White Indian Asian Islander Races Disadv Ed Monitored) (Current) % at Level II Satisfactory 64% 53% 63% 69% - - - - 59% 33% 39% n/a Social Studies # at Level II Satisfactory 176 14 118 40 * - - * 123 16 * n/a Total Tests 302 22 223 52 * - - * 227 41 * * % at Level II Satisfactory 58% 64% 53% 77% * - - * 54% 39% * n/a Participation Rates Reading: 2015-2016 Assessments Number Participating 1,257 47 951 242 * * - 12 956 131 n/a 84 Total Students 1,261 47 955 242 * * - 12 960 131 n/a 84 Participation Rate 100% 100% 100% 100% * * - 100% 100% 100% n/a 100% Mathematics: 2015-2016 Assessments Number Participating 992 31 747 201 * * - 10 749 93 n/a 68 Total Students 994 31 749 201 * * - 10 751 93 n/a 68 Participation Rate 100% 100% 100% 100% * * - 100% 100% 100% 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 Hispanic Indian Pacific Islander More Races Econ Disadv Special Ed (Ever HS) (Current) White Asian Federal Graduation Rates 4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2015 Number Graduated 114 * 81 ** - - - - 71 17 4 n/a Total in Class 122 * 88 ** - - - - 75 17 5 * Graduation Rate 93.4% * 92.0% 96.8% - - - - 94.7% 100.0% 80.0% n/a 4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2014 Number Graduated 88 * 67 ** - - - - 46 10 4 n/a Total in Class 100 * 78 ** - - - - 56 10 6 * Graduation Rate 88.0% * 85.9% 95.2% - - - - 82.1% 100.0% 66.7% n/a 5-year Extended Graduation Rate (Gr 9-12): Class of 2014 Number Graduated 90 * 69 ** - - - - 47 11 4 n/a Total in Class 100 * 78 ** - - - - 56 11 6 * Graduation Rate 90.0% * 88.5% 95.2% - - - - 83.9% 100.0% 66.7% n/a District: Met Federal Limits on Alternative Assessments Reading Number Proficient 5 Total Federal Cap Limit 13 Mathematics Number Proficient 5 Total Federal Cap Limit 10 * 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. 5 of 9 7/31/17, 11:17 AM
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, bachelor s, master s, and doctorate degrees. ----------------- District ----------------- ----------------- State ----------------- Number Percent Number Percent No Degree 1.0 0.7% 3,524.0 1.0% Bachelors 122.6 91.8% 259,559.7 74.7% Masters 10.0 7.5% 82,029.5 23.6% Doctorate 0.0 0.0% 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 Special Total Education Education Total Number of Teachers 105 7 112 Total Number of Classes 342 7 349 Number of Classes Taught by Highly Qualified Teachers Number 334 7 341 Percent 97.66% 100.00% 97.71% Number of Classes Taught by Not Highly Qualified Teachers Number 8 0 8 Percent 2.34% 0.00% 2.29% 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 1 6 of 9 7/31/17, 11:17 AM
------------ Number of Teachers ------------ Elem (PK-6) secondary (7-12) 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 0 0 Not Highly Qualified 0 0 High Poverty Campuses Core Academic Subject Areas General Special Total Education Education Total Number of Teachers 9 1 10 Total Number of Classes 9 1 10 Number of Classes Taught by Highly Qualified Teachers Number 9 1 10 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 0 0 Not Highly Qualified 0 0 Low 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 7 of 9 7/31/17, 11:17 AM
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 17 State 2013-14 35.4% 54.6% 57.5% 2012-13 33.9% 52.8% 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 36 64 31 7 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 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 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 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 8 of 9 7/31/17, 11:17 AM
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 9 of 9 7/31/17, 11:17 AM