Texas Education Agency 2016-17 Federal Report Card for ...
[Pages:6]2/5/2018
2016-17 Federal Report Card
Texas Education Agency 2016-17 Federal Report Card for Texas Public Schools
Campus Name: SKINNER EL Campus ID: 031901112
District Name: BROWNSVILLE ISD
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 2016-17 school year. These results include all students tested, whether or not they were in the accountability subset.
Two or
African
American
Pacific More Special Econ
State District Campus American Hispanic White Indian Asian Islander Races Ed Disadv ELL Female Male Migrant
STAAR Percent at or Above Approaches Grade Level (2017) or Level II Satisfactory Standard (2016)
Grade 3
Reading
2017 72% 75% 64%
-
64% -
-
-
-
-
* 64% 58% 73% 56% -
2016 72% 73% 73%
-
73% -
-
-
-
-
* 76% 70% 74% 73% *
Mathematics 2017 76% 83% 73%
-
73% -
-
-
-
-
* 71% 68% 81% 64% -
2016 74% 79% 75%
-
75% -
-
-
-
-
* 77% 72% 77% 73% *
Grade 4
Reading
2017 69% 75% 59%
-
59% -
-
-
-
-
* 59% 57% 60% 57% -
2016 74% 78% 75%
-
75% -
-
-
-
-
* 74% 67% 84% 64% *
Mathematics 2017 74% 80% 55%
-
55% -
-
-
-
-
* 55% 45% 53% 57% -
2016 72% 78% 70%
-
70% -
-
-
-
-
* 70% 70% 71% 69% *
Writing
2017 64% 76% 61%
-
61% -
-
-
-
-
* 61% 59% 61% 61% *
2016 68% 72% 54%
-
54% -
-
-
-
-
* 53% 41% 58% 50% *
Grade 5
Reading
2017 81% 86% 83%
-
83% -
-
-
-
-
* 83% 76% 89% 76% -
2016 80% 82% 80%
-
80% -
-
-
-
-
* 79% 79% 81% 78% *
Mathematics 2017 86% 93% 93%
-
93% -
-
-
-
- 78% 93% 89% 98% 88% -
2016 85% 90% 91%
-
91% -
-
-
-
-
* 91% 97% 94% 89% *
Science
2017 73% 80% 67%
-
67% -
-
-
-
-
* 67% 50% 67% 68% -
2016 73% 80% 77%
-
77% -
-
-
-
-
* 76% 72% 78% 76% *
All Grades
All Subjects 2017 74% 75% 70%
-
70% -
-
-
-
- 20% 70% 63% 72% 67% *
2016 74% 74% 74%
-
74% -
-
-
-
- 32% 74% 69% 76% 71% 82%
Reading
2017 71% 69% 69%
-
69% -
-
-
-
-
* 69% 64% 74% 64% -
2016 72% 69% 75%
-
75% -
-
-
-
- 29% 76% 71% 79% 72% *
Mathematics 2017 78% 81% 74%
-
74% -
-
-
-
- 32% 74% 67% 77% 71% -
2016 75% 78% 78%
-
78% -
-
-
-
- 38% 78% 77% 79% 76% *
Writing
2017 66% 72% 61%
-
61% -
-
-
-
-
* 61% 59% 61% 61% *
2016 68% 68% 54%
-
54% -
-
-
-
-
* 53% 41% 58% 50% *
Science
2017 78% 79% 67%
-
67% -
-
-
-
-
* 67% 50% 67% 68% -
2016 77% 79% 77%
-
77% -
-
-
-
-
* 76% 72% 78% 76% *
STAAR Percent at Meets Grade Level (2017) or Final Level II Standard (2016)
All Grades
All Subjects 2017 44% 44% 33%
-
33% -
-
-
-
-
5% 33% 21% 33% 34% *
2016 42% 40% 29%
-
29% -
-
-
-
-
6% 29% 21% 29% 29% 18%
Reading
2017 43% 40% 36%
-
36% -
-
-
-
-
* 36% 23% 37% 35% -
2016 42% 37% 29%
-
29% -
-
-
-
-
8% 30% 21% 32% 27% *
Mathematics 2017 45% 49% 38%
-
38% -
-
-
-
- 13% 38% 26% 39% 37% -
2016 40% 42% 30%
-
30% -
-
-
-
-
8% 30% 22% 28% 32% *
Writing
2017 36% 39% 22%
-
22% -
-
-
-
-
* 23% 14% 22% 22% *
2016 39% 38% 23%
-
23% -
-
-
-
-
* 22% 15% 24% 21% *
... 1/6
2/5/2018 Science
2016-17 Federal Report Card
Two or
African
American
Pacific More Special Econ
State District Campus American Hispanic White Indian Asian Islander Races Ed Disadv ELL Female Male Migrant
2017 48% 47% 23%
-
23% -
-
-
-
-
* 24% 8% 16% 32% -
2016 44% 42% 32%
-
32% -
-
-
-
-
* 32% 28% 31% 32% *
STAAR Percent at Masters Grade Level (2017) or Level III Advanced (2016)
All Grades
All Subjects 2017 19% 17% 17%
-
17% -
-
2016 17% 14% 13%
-
13% -
-
Reading
2017 18% 14% 20%
-
20% -
-
2016 16% 12% 15%
-
15% -
-
Mathematics 2017 21% 23% 20%
-
20% -
-
2016 17% 17% 12%
-
12% -
-
Writing
2017 11% 12% 4%
-
4%
-
-
2016 14% 13% 13%
-
13% -
-
Science
2017 19% 16% 10%
-
10% -
-
2016 15% 12% 6%
-
6%
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
1% 17% 8% 17% 17% *
-
3% 13% 7% 11% 14% 0%
-
* 20% 9% 23% 18% -
-
4% 15% 7% 14% 15% *
-
3% 20% 13% 20% 20% -
-
4% 13% 8% 10% 15% *
-
*
4% 2% 4% 3% *
-
* 13% 11% 13% 12% *
-
* 11% 0% 4% 17% -
-
*
6% 0% 0% 11% *
STAAR Participation (All Grades)
All Tests
2017 99% 100% 100% - 100% - - - - - 100% 100% 100% 100% 100% * 2016 99% 99% 100% - 100% - - - - - 100% 100% 100% 100% 100% 100%
Reading
2017 99% 100% 100% - 100% - - - - - 100% 100% 100% 100% 100% * 2016 99% 99% 100% - 100% - - - - - 100% 100% 100% 100% 100% 100%
Mathematics
2017 100% 100% 100% - 100% - - - - - 100% 100% 100% 100% 100% 2016 100% 100% 100% - 100% - - - - - 100% 100% 100% 100% 100% *
Writing
2017 100% 100% 100% - 100% - - - - - 100% 100% 100% 100% 100% * 2016 99% 100% 100% - 100% - - - - - 100% 100% 100% 100% 100% *
Science
2017 99% 100% 100% - 100% - - - - - 100% 100% 100% 100% 100% 2016 99% 99% 100% - 100% - - - - - 100% 100% 100% 100% 100% *
STAAR Participation Results by Assessment Type for Students Served in Special Education Settings (All Grades)
Reading Tests
% of Participants
2017 98% 98% 100% - 100% -
-
-
-
- 100% 100% 100% 100% 100% -
% STAAR/EOC With No
Accommodations
2017 13% 9% 3% - 3% -
-
-
-
- 3% 3% 0% 0% 5% -
% STAAR/EOC With
Accommodations
2017 73% 77% 97% - 97% -
-
-
-
- 97% 97% 100% 100% 95% -
% STAAR Alternate 2
2017 12% 12% 0% - 0% -
-
-
-
- 0% 0% 0% 0% 0% -
% of Non-Participants
2017 2% 2% 0% - 0% -
-
-
-
- 0% 0% 0% 0% 0% -
Mathematics Tests
% of Participants
2017 99% 98% 100% - 100% -
-
-
-
- 100% 100% 100% 100% 100% -
% STAAR/EOC With No
Accommodations
2017 12% 5% 0% - 0% -
-
-
-
- 0% 0% 0% 0% 0% -
% STAAR/EOC With
Accommodations
2017 74% 79% 100% - 100% -
-
-
-
- 100% 100% 100% 100% 100% -
% STAAR Alternate 2
2017 13% 13% 0% - 0% -
-
-
-
- 0% 0% 0% 0% 0% -
% of Non-Participants
2017 1% 2% 0% - 0% -
-
-
-
- 0% 0% 0% 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 Measurable Objectives (AMOs)
This section provides the STAAR performance results for each subject area tested in the 2016-17 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.
... 2/6
2/5/2018
2016-17 Federal Report Card
Percent
of
Two or
ELL
Eligible
All African
American
Pacific More Econ Special (Current & ELL Total Total 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
N
Y
n/a 4
5
80
Mathematics
Y
Y
Y
N
Y
n/a 4
5
80
Writing
Y
Y
Y
N n/a 3 4
75
Science
Y
Y
Y
N n/a 3 4
75
Social Studies
n/a 0 0
Total
14 18
78
Performance Status - Federal Federal Target Reading Mathematics
91% N N
91% 91% 91%
N
n/a
N
n/a
91% 91% 91%
n/a n/a n/a N
N
N n/a
n/a n/a n/a N
N
N n/a
Participation Status Target Reading Mathematics
Total
95% 95% 95% 95% 95% 95% 95% 95% 95% 95%
95%
Y
Y
Y
Y
n/a
Y5
5
100
Y
Y
Y
Y
n/a
Y5
5
100
10 10
100
Federal Graduation Status (Target: See Reason Codes) Graduation Target Met Reason Code ***
Total
n/a
00
00
District: Met Federal Limits on Alternative Assessments
Reading
Alternate 1%
n/a
Number Proficient
n/a
Total Federal Cap Limit n/a
Mathematics
Alternate 1%
n/a
Number Proficient
n/a
Total Federal Cap Limit n/a
Total
Overall Total
24 28
86
+ Participation uses ELL (Current), Graduation uses ELL (Ever HS)
*** 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 88.5%
d = Five-year Graduation Rate Target of 91%
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.
Two or
ELL
All African
American
Pacific More Econ Special (Current & ELL
Students American Hispanic White Indian Asian Islander Races Disadv Ed Monitored) (Current)
Performance Rates
Reading
# at Approaches Grade Level 155
-
155
-
-
-
-
-
153
*
98
n/a
Standard
Total Tests
221
-
221
-
-
-
-
-
218
*
141
103
% at Approaches Grade
70%
-
70%
-
-
-
-
-
70%
*
70%
n/a
Level Standard
Mathematics
# at Approaches Grade Level 167
-
167
-
-
-
-
-
165
10
102
n/a
Standard
Total Tests
221
-
221
-
-
-
-
-
218
27
141
103
% at Approaches Grade
76%
-
76%
-
-
-
-
-
76% 37%
72%
n/a
Level Standard
Writing
# at Approaches Grade Level 46
-
46
-
-
-
-
-
45
*
28
n/a
Standard
Total Tests
75
-
75
-
-
-
-
-
73
*
48
38
% at Approaches Grade
61%
-
61%
-
-
-
-
-
62%
*
58%
n/a
Level Standard
Science
# at Approaches Grade Level 56
-
56
-
-
-
-
-
56
*
24
n/a
Standard
Total Tests
81
-
81
-
-
-
-
-
81
*
44
33
% at Approaches Grade
69%
-
69%
-
-
-
-
-
69%
*
55%
n/a
Level Standard
Social Studies
... 3/6
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2016-17 Federal Report Card
All African Students American Hispanic
American White Indian Asian
Two or Pacific More Islander Races
Econ Disadv
Special Ed
ELL (Current & ELL Monitored) (Current)
n/a
# at Approaches Grade Level -
-
-
-
-
-
-
-
-
-
Standard
Total Tests
-
-
-
-
-
-
-
-
-
-
% at Approaches Grade
-
-
-
-
-
-
-
-
-
-
Level Standard
-
-
-
-
n/a
Participation Rates
Reading: 2016-2017 Assessments
Number Participating
243
-
243
-
-
-
-
-
237
31
n/a
121
Total Students
243
-
243
-
-
-
-
-
237
31
n/a
121
Participation Rate
100%
-
100%
-
-
-
-
-
100% 100%
n/a
100%
Mathematics: 2016-2017 Assessments
Number Participating
240
-
240
-
-
-
-
-
234
31
n/a
118
Total Students
240
-
240
-
-
-
-
-
234
31
n/a
118
Participation Rate
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.
Two or
All African
American
Pacific More Econ Special ELL ELL
Students American Hispanic White Indian Asian Islander Races Disadv Ed (Ever HS) (Current)
Federal Graduation Rates
4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2016
Number Graduated
-
-
-
-
-
Total in Class
-
-
-
-
-
Graduation Rate
-
-
-
-
-
4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2015
Number Graduated
-
-
-
-
-
Total in Class
-
-
-
-
-
Graduation Rate
-
-
-
-
-
5-year Extended Graduation Rate (Gr 9-12): Class of 2015
Number Graduated
-
-
-
-
-
Total in Class
-
-
-
-
-
Graduation Rate
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
n/a
-
-
-
n/a
-
n/a
-
-
-
n/a
-
n/a
-
-
-
n/a
District: Met Federal Limits on Alternative Assessments
Reading
Number Proficient
n/a
Total Federal Cap Limit
n/a
Mathematics
Number Proficient
n/a
Total Federal Cap Limit
n/a
* 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: 2017 Accountability System Safeguards Report
Part III: Priority and Focus Schools
Priority schools are 5% of Title I served campuses based on performance in reading and mathematics and graduation rates. Priority schools include TTIPS schools, campuses with graduation rates less than 60%, and lowest achieving campuses based on Improvement Required status and reading/mathematics performance in the selected student groups. Focus schools are 10% of Title I served campuses, not already identified as priority schools, that have the next lowest achieving campuses based on Improvement Required status and reading/mathematics performance in the selected student groups.
Priority School Identification: Priority School Reason: N/A
No
Focus School Reason: N/A
Focus School Identification: No
A high-performance reward school is identified as a Title I school with distinctions based on reading and mathematics performance. In ... 4/6
2/5/2018
2016-17 Federal Report Card
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.
High Performing School: No High Progress School: No
Source: TEA Division of School Improvement and Support
Part IV: Teacher Quality Data
Part IV A: Percentage 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 percentage of total Full-Time Equivalent (FTE) count of teachers with no degree, bachelor's, master's, and doctorate degrees.
No Degree Bachelors Masters Doctorate
----------------- Campus -----------------
Number
Percent
0.0
0.0%
25.8
77.5%
7.2
21.5%
0.3
1.0%
District Percent
1.2% 80.0% 18.4%
0.4%
State Percent
1.2% 74.5% 23.6%
0.6%
Part IV B and C: Teachers with Emergency/Provisional Credentials, Low Poverty/ High Poverty Summary Reports The percentage of all public elementary and secondary school teachers teaching with emergency or provisional credentials, disaggregated by high-poverty compared to low-poverty schools. For this purpose, high-poverty means schools in the top quartile of poverty and lowpoverty means the bottom quartile of poverty in the state.
Number of Core Academic Teachers Who Are Teaching on the Following Permits Report Not Required
Source: TEA Division of Educator Preparation and Program Accountability
Part V: Graduates Enrolled in Texas Institution of Higher Education (TX 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 percentage of total graduates during the 2013-14 school year who attended a public or independent college or university in Texas in the 2014-15 academic year.
Report Not Required
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 Grade 4
Subject Reading
Student Group Overall American Indian Asian Black
% Below Basic
36 n/a 13 49
% At or Above
Basic 64 n/a 87 51
% At or Above
Proficient 31 n/a 66 17
% At or Above Advanced
7 n/a 30 2
... 5/6
2/5/2018 Grade
Grade 8
Subject Mathematics Reading Mathematics
2016-17 Federal Report Card
Student Group Hispanic White Students with Disabilities English Language Learners National School Lunch Program
% Below Basic
44 18 71 59 46
% At or Above
Basic 56 82 29 41 54
Overall
14
86
American Indian
n/a
n/a
Asian
3
97
Black
24
76
Hispanic
16
84
White
7
93
Students with Disabilities
41
59
English Language Learners
23
77
National School Lunch Program
19
81
Overall
28
72
American Indian
n/a
n/a
Asian
12
88
Black
38
62
Hispanic
35
65
White
14
86
Students with Disabilities
70
30
English Language Learners
71
29
National School Lunch Program
36
64
Overall
25
75
American Indian
n/a
n/a
Asian
5
95
Black
43
57
Hispanic
31
69
White
12
88
Students with Disabilities
62
38
English Language Learners
60
40
National School Lunch Program
34
66
% At or Above
Proficient 22 50 11 12 20
44 n/a 82 29 37 60 18 28 30
28 n/a 55 19 19 43 5 2 18
32 n/a 67 16 23 48 8 6 20
% At or Above Advanced
3 13 2 2 3
8 n/a 36 2 4 15 2 2 2
2 n/a 12 2 1 4 n/a n/a 1
7 n/a 25 2 4 12 1 n/a 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
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