2021-2022 Federal Report Card available for review

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 [email protected]. 

 

(I) the minimum number of students that the State determines are necessary to be included in each of the
subgroups of students for use in the accountability system;

(II) the long-term goals and measurements of interim progress for all students and for each of the
subgroups of students;

(III) the indicators used to meaningfully differentiate all public schools in the State;

(IV) the State’s system for meaningfully differentiating all public schools in the State, including—

(aa) the specific weight of the indicators in such differentiation;

(bb) the methodology by which the State differentiates all such schools;

(cc) the methodology by which the State differentiates a school as consistently underperforming for
any subgroup of students; and

(dd) the methodology by which the State identifies a school for comprehensive support and
improvement;

(V) the number and names of all public schools in the State identified by the State for comprehensive
support and improvement or implementing targeted support and improvement plans;

(VI) the exit criteria established by the State, including the length of years established.

 

This section provides information on student achievement on the State of Texas Assessments of Academic
Readiness (STAAR) performance for mathematics, reading/ELA, and science by grade level and proficiency
level for the 2021–22 school year. These results include all students tested, regardless of whether they
were in the accountability subset.

 

This section provides information on students’ academic growth for mathematics and reading/ELA for
public elementary schools and secondary schools without a graduation rate, for the 2021-22 school
year. These results include all students tested, regardless of whether they were in the accountability
subset.

 

This section provides information on high school graduation rates for the class of 2021.
Information Included in the 2021-22 Federal Report Card for Texas Public Schools

 

This section provides information on the number and percentage of English learners achieving English
language proficiency based on the 2022 Texas English Language Proficiency Assessment System (TELPAS) data.

 

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.

 

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.

 

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

 

 

Part (viii)(I): The section provides information from the 2017-18 Civil Rights Data Collection (CRDC) surveys, submitted by school districts to the Office for Civil Rights, on measures of school quality, climate, and safety, including counts of in-school suspensions, out-of-school suspensions, expulsions, school related arrests, referrals to law enforcement, chronic absenteeism (including both excused and unexcused absences), incidences of violence, including bullying and harassment.

 

Part (viii)(II): This section provides information from the 2017-18 CRDC surveys, submitted by school districts to the Office for Civil Rights, on the number of students enrolled in preschool programs and accelerated coursework to earn postsecondary credit while still in high school.

 

This section provides information on the professional qualifications of teachers, including information
disaggregated by high- and low-poverty schools on the number and percentage of (I) inexperienced teacher,
principals, and other school leaders; (II) teachers teaching with emergency or provisional credentials; and (III)
teachers who are not teaching in the subject or field for which the teacher is certified or licensed.
Information Included in the 2021-22 Federal Report Card for Texas Public Schools

Part (x): Per-pupil Expenditure

This section provides information on the per-pupil expenditures of federal, state, and local funds, including
actual personnel expenditures and actual non-personnel expenditures, disaggregated by source of funds, for
each school district and campus for the preceding fiscal year.

 

This section provides information on the number and percentage of students with the most-significant
cognitive disabilities who take STAAR Alternate 2, by grade and subject for the 2021-22 school year.

 

This section provides results on the state academic assessments in reading and mathematics in grades 4 and 8 of the 2022 National Assessment of Educational Progress, compared to the national average of such results.

 

This section provides information on the cohort rate at which students who graduated from high school in the
2019-20 school year enrolled in the 2020-21 academic year in (I) programs of public postsecondary education
in Texas; (II) programs of private postsecondary education in Texas; and (III) programs of postsecondary
education outside Texas.

 

This section provides information on the Chronic Absenteeism per EDFacts definition: percent of unduplicated
number of K-12 students enrolled in a school for at lease 10 days and absent for 10% or more days during the 2020-21 school year.

 

December 2022