Texas Education Agency
2014­15 Federal Report Card for Texas Public Schools
Campus Name: JOHNSTON MIDDLE
Campus ID: 101912055
District Name: HOUSTON 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 2014­15 school year. These results include all students tested, whether or not they were in the accountability subset.
African
State District Campus AmericanHispanic
STAAR Percent at Phase­in 1 Level II or Above
Grade 6
Reading
2015 73% 63%
81%
86%
73%
2014 77% 68%
85%
85%
82%
Mathematics
2015 72% 68%
75%
73%
72%
2014 78% 70%
73%
68%
70%
Grade 7
Reading
2015 72% 63%
81%
83%
74%
2014 74% 68%
87%
90%
85%
Mathematics
2015 68% 62%
70%
68%
63%
2014 67% 61%
76%
72%
75%
Writing
2015 69% 63%
82%
86%
75%
2014 70% 67%
87%
92%
83%
Grade 8
Reading
2015 84% 76%
92%
90%
91%
2014 88% 82%
91%
93%
87%
Mathematics
2015 71% 61%
80%
76%
81%
2014 85% 78%
86%
88%
84%
Science
2015 67% 58%
76%
70%
76%
2014 70% 62%
75%
70%
71%
2015 61% 52%
66%
66%
60%
Social Studies
2014 61% 53%
63%
64%
53%
Two or
American
Pacific More Special Econ
White Indian Asian Islander Races
Ed
Disadv ELL Female Male Migrant
93%
90%
*
*
81%
90%
­
­
90%
86%
40%
58%
74%
82%
37%
62%
83%
89%
78%
80%
­
*
86%
85%
*
*
88%
95%
­
­
70%
71%
43%
33%
70%
67%
46%
46%
77%
75%
72%
70%
­
*
95%
90%
*
*
95%
88%
­
­
83%
100%
45%
46%
74%
84%
36%
47%
84%
90%
77%
84%
*
*
93%
90%
*
*
90%
94%
­
­
83%
90%
31%
41%
64%
72%
40%
39%
74%
76%
64%
76%
*
*
93%
92%
*
*
95%
88%
­
­
*
100%
44%
64%
77%
83%
32%
30%
86%
90%
77%
84%
*
*
94%
97%
*
­
100%
88%
­
­
100%
100%
36%
65%
90%
89%
64%
41%
93%
92%
90%
90%
­
*
79%
92%
*
­
100%
75%
­
­
100%
89%
21%
63%
80%
86%
55%
41%
82%
83%
77%
90%
­
*
88%
96%
*
­
94%
88%
­
­
91%
92%
26%
38%
71%
67%
41%
16%
77%
70%
75%
80%
­
*
88%
*
81%
­
73%
14%
58%
27%
68%
64%
­
91%
­
69%
­
75%
33%
54%
*
59%
67%
*
End of Course
Algebra I
2015 77% 68%
2014 79% 71%
All Grades
All Subjects
2015 73% 66%
2014 75% 69%
Reading
2015 74% 65%
2014 75% 67%
Mathematics
2015 73% 67%
2014 76% 70%
Writing
2015 68% 63%
2014 71% 68%
Science
2015 75% 66%
2014 77% 70%
Social Studies
2015 74% 66%
2014 75% 69%
STAAR Percent at Final Level II or Above
All Grades
All Subjects
2015 38% 33%
2014 39% 34%
Reading
2015 40% 33%
2014 42% 35%
Mathematics
2015 36% 33%
2014 37% 34%
Writing
2015 31% 28%
2014 34% 31%
Science
2015 40% 32%
2014 40% 33%
Social Studies
2015 41% 33%
2014 38% 32%
STAAR Percent at Level III Advanced
All Grades
All Subjects
2015 14% 13%
2014 14% 12%
100%
100%
100%
100%
100%
100%
100%
100%
*
­
100%
100%
­
­
*
*
*
­
100%
100%
­
­
100% 100%
100% 100%
­
­
78%
81%
78%
81%
74%
77%
91%
92%
87%
90%
92%
88%
­
­
85%
90%
34%
49%
73%
76%
41%
39%
81%
81%
75%
80%
*
67%
84%
88%
86%
89%
80%
85%
94%
92%
100%
*
92%
89%
­
­
93%
97%
41%
57%
79%
85%
41%
53%
87%
90%
82%
84%
*
*
76%
79%
73%
76%
73%
77%
89%
90%
*
*
92%
93%
­
­
85%
86%
33%
45%
72%
75%
45%
43%
79%
79%
72%
79%
*
*
82%
87%
86%
92%
75%
83%
93%
92%
*
*
95%
88%
­
­
*
100%
44%
64%
77%
83%
32%
30%
86%
90%
77%
84%
*
*
76%
75%
70%
70%
76%
71%
88%
96%
*
­
94%
88%
­
­
91%
92%
26%
38%
71%
67%
41%
16%
77%
70%
75%
80%
­
*
66%
63%
66%
64%
60%
53%
88%
91%
*
­
81%
69%
­
­
73%
75%
14%
33%
58%
54%
27%
*
68%
59%
64%
67%
­
*
40%
41%
35%
37%
33%
35%
69%
69%
47%
40%
69%
64%
­
­
56%
55%
14%
23%
31%
34%
8%
11%
42%
43%
37%
40%
*
11%
46%
51%
42%
48%
39%
44%
75%
78%
80%
*
66%
72%
­
­
70%
69%
17%
28%
36%
42%
8%
15%
50%
55%
41%
47%
*
*
36%
35%
32%
27%
30%
30%
63%
63%
*
*
66%
65%
­
­
52%
45%
18%
18%
29%
28%
11%
11%
37%
35%
35%
34%
*
*
47%
47%
44%
50%
39%
41%
79%
66%
*
*
71%
59%
­
­
*
60%
14%
33%
37%
41%
6%
11%
54%
52%
38%
42%
*
*
43%
41%
34%
32%
40%
33%
72%
76%
*
­
75%
63%
­
­
55%
67%
9%
20%
34%
31%
5%
9%
41%
36%
45%
45%
­
*
21%
25%
15%
20%
14%
19%
56%
51%
*
­
75%
44%
­
­
36%
33%
0%
18%
12%
18%
5%
*
22%
22%
21%
28%
­
*
16%
16%
11%
11%
11%
11%
42%
40%
20%
10%
41%
33%
­
­
26%
32%
3%
5%
10%
10%
1%
2%
18%
17%
14%
15%
*
0%
Reading
Mathematics
Writing
Science
Social Studies
2015 15%
2014 14%
13%
12%
22%
22%
17%
17%
16%
16%
53%
51%
40%
*
43%
37%
­
­
33%
41%
3%
9%
15%
15%
2%
3%
25%
25%
19%
19%
*
*
2015 14%
2014 15%
14%
15%
11%
12%
6%
7%
7%
9%
31%
33%
*
*
36%
33%
­
­
22%
24%
5%
3%
6%
7%
1%
2%
11%
13%
10%
11%
*
*
2015
2014
8%
6%
8%
6%
17%
10%
14%
10%
11%
7%
43%
22%
*
*
43%
12%
­
­
*
10%
2%
0%
11%
5%
2%
0%
24%
13%
9%
5%
*
*
2015 14%
2014 13%
11%
10%
18%
18%
12%
11%
13%
12%
50%
44%
*
­
50%
63%
­
­
27%
50%
3%
5%
13%
12%
0%
3%
16%
15%
20%
22%
­
*
2015 18%
2014 15%
14%
12%
9%
12%
3%
6%
5%
8%
33%
41%
*
­
38%
13%
­
­
18%
25%
0%
3%
3%
7%
0%
*
10%
8%
7%
17%
­
*
STAAR Participation (All Grades)
All Tests
2015
2014
Reading
2015
2014
Mathematics
2015
2014
Writing
2015
2014
Science
2015
2014
Social Studies
2015
2014
99%
99%
99%
98%
100%
100%
100%
100%
100%
100%
100%
99%
100%
100%
100%
100%
­
­
100%
100%
98%
100%
100%
100%
99%
99%
100%
100%
100%
100%
100%
100%
99%
99%
98%
98%
100%
100%
99%
100%
100%
100%
100%
99%
100%
*
100%
100%
­
­
100%
100%
98%
100%
100%
100%
99%
99%
100%
100%
100%
100%
100%
*
99%
99%
99%
99%
100%
100%
100%
100%
100%
100%
99%
99%
100%
*
100%
100%
­
­
100%
100%
99%
100%
100%
100%
99%
98%
99%
100%
100%
100%
100%
*
99%
99%
100%
100%
99%
100%
99%
100%
99%
100%
100%
100%
100%
*
100%
100%
­
­
100%
100%
93%
97%
99%
100%
98%
100%
99%
100%
99%
100%
100%
*
99%
99%
99%
97%
100%
100%
100%
100%
100%
100%
100%
100%
100%
­
100%
100%
­
­
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
­
*
99%
99%
99%
99%
100%
100%
100%
100%
100%
100%
100%
100%
100%
­
100%
100%
­
­
100%
100%
100%
100%
100%
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
2015 98% 98% 98% 97% 98% 100%
­
*
­
*
% STAAR/EOC With No
Accommodations
2015 17% 25% 11%
5%
11%
25%
­
*
­
*
% STAAR/EOC With
Accommodations
2015 71% 58% 76% 79% 77%
63%
­
*
­
*
% STAAR Alternate2
2015 10% 15% 11% 13% 10%
13%
­
*
­
*
% of Non­Participants
2015
2%
2%
2%
3%
2%
0%
­
*
­
*
Mathematics Tests
98%
99%
100%
98%
99%
­
11%
10%
0%
5%
13%
­
76%
11%
2%
80%
9%
1%
91%
9%
0%
83%
10%
3%
73%
12%
1%
­
­
­
% of Participants
2015 99% 99% 99% 97% 100% 100%
­
*
­
% STAAR/EOC With No
Accommodations
2015 13% 20% 12%
5%
13%
25%
­
*
­
% STAAR/EOC With
Accommodations
2015 74% 62% 76% 79% 77%
63%
­
*
­
% STAAR Alternate2
2015 11% 17% 12% 13% 10%
13%
­
*
­
% of Non­Participants
2015
1%
1%
1%
3%
0%
0%
­
*
­
'?' Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range.
'*' 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.
*
99%
100%
100%
97%
100%
­
*
12%
11%
0%
5%
15%
­
*
*
*
76%
12%
1%
80%
9%
0%
91%
9%
0%
82%
10%
3%
73%
12%
0%
­
­
­
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 2014­15 school year. These results only include tested students
who were in the accountability subset. This section also includes four­year and five­year graduation rates and participation rates on STAAR for reading and
mathematics.
All
African
Students American Hispanic
Performance Status ‡
Target
83%
83%
83%
Reading
Y
Y
N
Mathematics
N
N
N
Participation Status ‡
Target
95%
95%
95%
Reading
Y
Y
Y
Mathematics
Y
Y
Y
Federal Graduation Status (Target: See Reason Codes)
Graduation Target Met
Reason Code ***
District: Met Federal Limits on Alternative Assessments
Reading
Alternate 1%
Number Proficient
Total Federal Cap Limit
Mathematics
Alternate 1%
Asian
Pacific
Islander
Two or
More
Races
Econ
Disadv
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
83%
N
N
83%
83%
n/a
n/a
95%
Y
Y
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
95%
Y
Y
95%
n/a
n/a
95%
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
White
American
Indian
83%
Y
Y
ELL
Special (Current &
Ed
Monitored)
ELL +
Number Proficient
Total Federal Cap Limit
'‡' Results for grade 3­8 mathematics, STAAR A and STAAR Alternate 2 are included in 2015 Federal System Safeguards.
'+' Participation uses ELL (Current) rate, Graduation uses ELL (Ever HS) rate
'***' Federal Graduation Rate Reason Codes:
a = Graduation Rate Goal of 90%
b = Four­year Graduation Rate Target of 83%
c = Safe Harbor Target of a 10% decrease in difference from the prior year rate and the goal
d = Five­year Graduation Rate Target of 88%
Blank cells above represent student group indicators that do not meet the minimum size criteria.
'n/a' Indicates data are not applicable to this report.
Performance Rates ‡
Reading
# at Phase­in Satisfactory Standard
Total Tests
% at Phase­in Satisfactory Standard
Mathematics
# at Phase­in Satisfactory Standard
Total Tests
% at Phase­in Satisfactory Standard
Writing
# at Phase­in Satisfactory Standard
Total Tests
% at Phase­in Satisfactory Standard
Science
# at Phase­in Satisfactory Standard
Total Tests
% at Phase­in Satisfactory Standard
Social Studies
# at Phase­in Satisfactory Standard
Total Tests
% at Phase­in Satisfactory Standard
Participation Rates ‡
Reading: 2014­2015 Assessments
Number Participating
Total Students
Participation Rate
All
African
Students American Hispanic
American
Indian
White
Two
or
Pacific More
Econ
Islander Races Disadv
Asian
ELL Special (Current &
ELL
Ed
Monitored) (Current)
1,459
1,710
85%
500
574
87%
676
837
81%
204
215
95%
5
5
100%
49
52
94%
­
­
­
25
27
93%
830
1,032
80%
49
117
42%
220
332
66%
n/a
112
n/a
1,309
1,707
77%
423
573
74%
618
837
74%
192
213
90%
*
*
*
49
52
94%
­
­
­
**
**
85%
751
1,032
73%
39
118
33%
205
333
62%
n/a
112
n/a
464
560
83%
163
189
86%
207
270
77%
69
73
95%
*
*
*
20
21
95%
­
­
­
*
*
*
263
336
78%
19
43
44%
76
125
61%
n/a
40
n/a
437
566
77%
135
189
71%
222
289
77%
54
59
92%
*
*
*
15
16
94%
­
­
­
**
**
91%
244
334
73%
9
34
26%
32
57
56%
n/a
21
n/a
378
567
67%
125
189
66%
176
290
61%
54
59
92%
*
*
*
13
16
81%
­
­
­
**
**
73%
196
335
59%
5
34
15%
15
57
26%
n/a
21
n/a
1,748
1,753
100%
585
588
99%
855
857
100%
223
223
100%
5
5
100%
53
53
100%
­
27
­
27
­ 100%
1,060
1,063
100%
120
122
98%
n/a
n/a
n/a
126
127
99%
Mathematics: 2014­2015 Assessments
Number Participating
1,745
584
855
221
5
53
­
27
1,060
Total Students
1,751
586
857
223
5
53
­
27
1,061
Participation Rate
100%
100%
100%
99%
100%
100%
­ 100%
100%
'‡' Results for grade 3­8 mathematics, STAAR A and STAAR Alternate 2 are included in 2015 Federal System Safeguards.
'*' 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 data are not applicable to this report.
All
African
Students American Hispanic
American
Indian
Two or
Pacific More
Econ
Islander Races Disadv
White
Asian
Federal Graduation Rates
4­year Longitudinal Cohort Graduation Rate (Gr 9­12): Class of 2014
Number Graduated
­
­
­
­
­
­
­
­
Total in Class
­
­
­
­
­
­
­
­
Graduation Rate
­
­
­
­
­
­
­
­
4­year Longitudinal Cohort Graduation Rate (Gr 9­12): Class of 2013
Number Graduated
­
­
­
­
­
­
­
­
Total in Class
­
­
­
­
­
­
­
­
Graduation Rate
­
­
­
­
­
­
­
­
5­year Extended Graduation Rate (Gr 9­12): Class of 2013
Number Graduated
­
­
­
­
­
­
­
­
Total in Class
­
­
­
­
­
­
­
­
Graduation Rate
­
­
­
­
­
­
­
­
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 data are not applicable to this report.
Source: 2015 Accountability Federal System Safeguards Report
120
121
99%
Special
Ed
n/a
n/a
n/a
126
127
99%
ELL
ELL
(Ever HS) (Current)
­
­
­
­
­
­
­
­
­
n/a
­
n/a
­
­
­
­
­
­
­
­
­
n/a
­
n/a
­
­
­
­
­
­
­
­
­
n/a
­
n/a
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 75%.
Priority School Identification: No Priority School Reason: N/A Focus School Identification: No Focus School Reason: N/A
A high­performance 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.
High Performing School: No High Progress School: No
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 Full­Time Equivalent (FTE) count of teachers with no degree, bachelor’s, master’s, and doctorate degrees.
­­­­­­­­­­­­­­­­­ Campus ­­­­­­­­­­­­­­­­­
Number
Percent
No Degree
Bachelors
Masters
Doctorate
0.0
65.3
30.9
3.0
0.0%
65.8%
31.2%
3.0%
District Percent
1.2%
69.1%
28.1%
1.6%
State Percent
0.9%
75.1%
23.4%
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 high­poverty compared to low­poverty schools. For this purpose, high­poverty means
schools in the top quartile of poverty and low­poverty means the bottom quartile of poverty in the state.
Core Academic Subject Areas
Total Number of Teachers
Total Number of Classes
Number of Classes Taught by Highly Qualified Teachers
Number of Classes Taught by Not Highly Qualified Teachers
General Education
Special Education
Total
Number
Percent
Number
Percent
87
611
603
98.69%
8
1.31%
7
0
0
.
0
.
94
611
603
98.69%
8
1.31%
Number of Core Academic Teachers Who Are Teaching on the Following Permits
Emergency (for certified personnel)
Emergency (for uncertified personnel)
Non­renewable
Temporary Classroom Assignment
District Teaching
Temporary
­­­­­­­­­­­­ Number of Teachers ­­­­­­­­
­­­­
Elem secondary (PK­6)
(7­12)
0
0
0
0
0
0
0
0
0
0
0
0
Number of Core Academic Teachers with a Probationary Certificate Enrolled in an Alternative Certification
Highly Qualified
Not Highly Qualified
­­­­­­­­­­­­ Number of Teachers ­­­­­­­­­­­­
General Education
Special Education
2
0
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 2011­12 school year who attended a public or
independent college or university in Texas in the 2012­13 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
%
At or Above
Basic
64
n/a
87
51
56
82
29
41
54
%
At or Above
Proficient
31
n/a
66
17
22
50
11
12
20
%
At or Above
Advanced
7
n/a
30
2
3
13
2
2
3
Grade
Grade 4
Subject
Reading
Student Group
Overall
American Indian
Asian
Black
Hispanic
White
Students with Disabilities
English Language Learners
National School Lunch Program
%
Below Basic
36
n/a
13
49
44
18
71
59
46
Mathematics
Overall
American Indian
Asian
Black
Hispanic
White
Students with Disabilities
English Language Learners
National School Lunch Program
14
n/a
3
24
16
7
41
23
19
86
n/a
97
76
84
93
59
77
81
44
n/a
82
29
37
60
18
28
30
8
n/a
36
2
4
15
2
2
2
Grade 8
Reading
Overall
28
72
28
2
American Indian
Asian
Black
Hispanic
White
Students with Disabilities
English Language Learners
National School Lunch Program
n/a
12
38
35
14
70
71
36
n/a
88
62
65
86
30
29
64
n/a
55
19
19
43
5
2
18
n/a
12
2
1
4
n/a
n/a
1
Mathematics
Overall
American Indian
Asian
Black
Hispanic
White
Students with Disabilities
English Language Learners
National School Lunch Program
25
n/a
5
43
31
12
62
60
34
75
n/a
95
57
69
88
38
40
66
32
n/a
67
16
23
48
8
6
20
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
Grade 4
Grade 8
Source: TEA Division of Student Assessment
Subject
Reading
Student Group
Students with Disabilities
Limited English Proficient
%
72
92
Mathematics
Students with Disabilities
Limited English Proficient
80
95
Reading
Students with Disabilities
Limited English Proficient
81
95
Mathematics
Students with Disabilities
Limited English Proficient
81
90