2/16/2016
2014-15 Federal Report Card
Texas Education Agency
2014­15 Federal Report Card for Texas Public Schools
Campus Name: BELLAIRE H S
Campus ID: 101912002
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.
Two
or
African
American
Pacific More Special Econ
StateDistrictCampus AmericanHispanicWhite Indian Asian Islander Races Ed Disadv ELL FemaleMaleMigrant
STAAR Percent at Phase­in 1 Level II or Above
End of Course
English I
2015 66% 56%
72%
67%
64% 91%
*
89%
­
88% 39% 63% 22% 79% 66%
­
2014 65% 55%
70%
61%
64% 88%
*
87%
*
85% 48% 61% 22% 76% 65%
­
English II
2015 69% 58%
75%
67%
67% 91%
*
92%
*
93% 32% 66% 25% 79% 70%
­
2014 68% 59%
78%
74%
70% 90%
*
94%
*
88% 63% 71% 14% 83% 74%
*
Algebra I
2015 77% 68%
76%
73%
74% 85%
*
92%
­
89% 38% 73% 54% 80% 73%
­
2014 79% 71%
82%
79%
81% 90%
*
100%
*
*
58% 79% 56% 84% 81%
­
Biology
2015 88% 78%
87%
84%
82% 96%
*
96%
­
100% 71% 80% 54% 88% 86%
­
2014 88% 80%
87%
86%
82% 95%
*
97%
*
100% 60% 82% 55% 90% 84%
­
U.S. History 2015 88% 83%
93%
91%
89% 99%
*
99%
*
100% 61% 90% 60% 93% 93%
*
2014 92% 89%
94%
89%
93% 98%
*
99%
­
100% 69% 91% 61% 95% 94%
­
All Grades
All Subjects 2015 73% 66%
80%
75%
74% 93%
42%
94%
*
94% 47% 73% 39% 84% 77%
*
2014 75% 69%
81%
76%
76% 92%
63%
94% 86% 91% 57% 75% 38% 85% 78%
*
Reading
2015 74% 65%
73%
67%
66% 91%
*
91%
*
90% 36% 65% 23% 79% 68%
­
2014 75% 67%
74%
67%
67% 89%
*
91%
*
87% 54% 66% 19% 79% 69%
*
Mathematics2015 73% 67%
76%
73%
74% 85%
*
92%
­
89% 38% 73% 54% 80% 73%
­
2014 76% 70%
82%
79%
81% 90%
*
100%
*
*
58% 79% 56% 84% 81%
­
Science
2015 75% 66%
87%
84%
82% 96%
*
96%
­
100% 71% 80% 54% 88% 86%
­
2014 77% 70%
87%
86%
82% 95%
*
97%
*
100% 60% 82% 55% 90% 84%
­
Social
Studies
2015 74% 66%
93%
91%
89% 99%
*
99%
*
100% 61% 90% 60% 93% 93%
*
2014 75% 69%
94%
89%
93% 98%
*
99%
­
100% 69% 91% 61% 95% 94%
­
STAAR Percent at Final Level II or Above
All Grades
All Subjects 2015 38% 33%
58%
47%
46% 81%
16%
84%
*
81% 25% 46% 10% 60% 55%
*
2014 39% 34%
55%
42%
45% 77%
37%
84% 71% 81% 31% 45% 11% 59% 51%
*
Reading
2015 40% 33%
55%
43%
43% 81%
*
81%
*
77% 22% 43% 6% 62% 48%
­
2014 42% 35%
55%
42%
44% 77%
*
83%
*
80% 36% 43% 9% 62% 49%
*
Mathematics2015 36% 33%
36%
29%
32% 47%
*
69%
­
56% 15% 32% 12% 35% 36%
­
2014 37% 34%
36%
26%
34% 53%
*
53%
*
*
21% 36% 13% 37% 34%
­
Science
2015 40% 32%
62%
54%
48% 85%
*
85%
­
93% 26% 49% 12% 63% 60%
­
2014 40% 33%
59%
49%
48% 79%
*
87%
*
79% 25% 48% 13% 59% 58%
­
Social
Studies
2015 41% 33%
75%
65%
64% 94%
*
90%
*
92% 48% 65% 20% 72% 77%
*
2014 38% 32%
67%
50%
54% 86%
*
89%
­
91% 38% 56% 4% 68% 66%
­
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STAAR Percent at Level III Advanced
All Grades
All Subjects 2015 14% 13%
24%
2014 14% 12%
19%
Reading
2015 15% 13%
17%
2014 14% 12%
14%
Mathematics2015 14% 14%
15%
2014 15% 15%
12%
Science
2015 14% 11%
26%
2014 13% 10%
23%
Social
Studies
2015 18% 14%
47%
2014 15% 12%
34%
STAAR Participation (All Grades)
All Tests
2015 99%
2014 99%
Reading
2015 99%
2014 99%
Mathematics
2015 99%
2014 99%
Science
2015 99%
2014 99%
Social Studies
2015 99%
2014 99%
14%
9%
13%
9%
43%
33%
5%
11%
58%
51%
*
57%
50%
49%
9%
6%
14% 2%
11% 2%
25% 23%
21% 17%
*
*
9%
6%
6%
5%
33%
23%
*
*
47%
43%
*
*
48%
43%
4%
8%
7%
6%
0%
0%
21% 12%
17% 11%
­
*
9%
5%
14%
11%
18%
21%
*
*
47%
42%
­
*
22%
*
6%
0%
14% 6%
11% 6%
13% 18%
13% 12%
­
­
11%
10%
13%
13%
50%
41%
*
*
62%
58%
­
*
53%
43%
9%
5%
14% 2%
13% 1%
27% 26%
23% 23%
­
­
36%
18%
31%
17%
69%
54%
*
*
76%
62%
*
­
69%
73%
28%
7%
33% 4%
22% 0%
43% 52%
31% 36%
*
­
99% 98%
98% 99%
98% 97% 99% 100% 99% 100% 100% 99%
98% 98% 98% 100% 100% 100% 98% 94%
98%
99%
98% 97%
98% 99%
97% 97% 98% 100% 98% 100% 100% 98%
98% 99% 99% 100% 100%
*
97% 96%
97% 92% 97%
99% 100% 99%
99% 98%
99% 97%
97% 97% 99% 100% 100%
97% 97% 93%
*
100%
­
*
100% 100% 97%
*
84% 97%
98%
97%
99% 98%
97% 98%
99% 97% 99% 100% 100%
99% 98% 97%
*
100%
­
*
100% 97%
100% 95%
97%
98%
98%
99%
95%
98%
98%
99%
98% 100%
98%
*
97%
99%
­
*
98%
97%
97%
96%
­
­
99%
99%
98%
98%
­
­
99% 99% 99% 99% 100% 100% 99% 100% 100% 100% 99% 100% 100% 99% 100%
99% 100% 100% 99% 100%
*
99%
­
100% 100% 100% 96% 99% 100%
­
STAAR Participation Results by Assessment Type for Students Served in Special Education Settings (All Grades)
Reading Tests
% of Participants
2015 98% 98% 98% 100% 99% 92%
*
100%
­
*
98% 100% 93%
% STAAR/EOC With No
Accommodations
2015 17% 25% 63% 56% 63% 63%
*
100%
­
*
63% 57% 71%
% STAAR/EOC With
Accommodations
2015 71% 58% 28% 39% 27% 17%
*
0%
­
*
28% 37% 21%
% STAAR Alternate2
2015 10% 15% 8%
5%
9% 13%
*
0%
­
*
8%
6%
0%
% of Non­Participants
2015 2% 2%
2%
0%
1%
8%
*
0%
­
*
2%
0%
7%
Mathematics Tests
% of Participants
2015 99% 99% 100% 100% 100% 100%
*
*
­
*
100% 100% *
% STAAR/EOC With No
Accommodations
2015 13% 20% 51% 44% 49% 62%
*
*
­
*
51% 40%
*
% STAAR/EOC With
Accommodations
2015 74% 62% 42% 56% 41% 23%
*
*
­
*
42% 56%
*
% STAAR Alternate2
2015 11% 17% 7%
0% 10% 15%
*
*
­
*
7%
4%
*
% of Non­Participants
2015 1% 1%
0%
0%
0%
0%
*
*
­
*
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.
97%
99%
­
55%
67%
­
28%
13%
3%
28%
4%
1%
­
­
­
100% 100%
­
52%
50%
­
37%
11%
0%
44%
6%
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.
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Two
or
Pacific More Econ
Islander Races Disadv
All
African
American
Students American Hispanic White
Indian
Asian
ELL
Special (Current &
Ed
Monitored) ELL +
Performance Status ‡
Target
83%
83%
83%
83%
83%
83%
Reading
N
N
N
Y
n/a
n/a
n/a
n/a
N
Mathematics
N
N
N
Y
n/a
n/a
n/a
n/a
N
N
Participation Status ‡
Target
95%
95%
95%
95%
95%
95%
Reading
Y
Y
Y
Y
n/a
n/a
n/a
n/a
Y
Mathematics
Y
Y
Y
Y
n/a
n/a
n/a
n/a
Y
Y
Federal Graduation Status (Target: See Reason Codes)
Graduation Target
Y
Y
Y
Y
n/a
n/a
n/a
n/a
Y
Met
Reason Code ***
b
b
c
a
n/a
n/a
n/a
n/a
b
District: Met Federal Limits on Alternative Assessments
Reading
Alternate 1%
Number Proficient
Total Federal Cap
Limit
Mathematics
Alternate 1%
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
83%
N
N
n/a
n/a
n/a
n/a
95%
Y
Y
n/a
n/a
Two
or
ELL All
African
American
Pacific More Econ Special (Current &
ELL
Students American Hispanic White Indian Asian Islander Races Disadv
Ed Monitored) (Current)
1,687
323
726
384
*
222
*
27
791
62
141
n/a
2,230
76%
479
67%
1,048
69%
422
91%
*
*
240
93%
*
30
* 90%
1,174
67%
171
36%
353
40%
257
n/a
482
113
247
83
*
29
**
279
30
83
n/a
619
78%
154
73%
326
76%
97
86%
*
*
31
94%
­
**
­ 89%
376
74%
78
38%
130
64%
87
n/a
­
­
­
­
­
­
­
­
­
­
­
n/a
­
­
­
­
­
­
­
­
­
­
­
­
­
­
­
­
­
­
­
­
­
­
­
n/a
823
167
348
181
*
110
­
**
380
51
92
n/a
924
197
409
188
*
112
­
**
463
72
140
100
­
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% at Phase­in
89%
85%
85% 96%
* 98%
­ 100%
82%
71%
66%
Satisfactory Standard
Social Studies
# at Phase­in
871
173
348
205
*
130
*
13
394
33
37
Satisfactory Standard
Total Tests
933
191
387
207
*
131
*
13
437
54
54
% at Phase­in
93%
91%
90% 99%
* 99%
* 100%
90%
61%
69%
Satisfactory Standard
Participation Rates ‡
Reading: 2014­2015 Assessments
Number Participating
2,361
500
1,117
436
**
258
*
31 1,258
180
n/a
Total Students
2,409
517
1,140
442
**
258
*
31 1,283
182
n/a
Participation Rate
98%
97%
98% 99%
100% 100%
* 100%
98%
99%
n/a
Mathematics: 2014­2015 Assessments
Number Participating
663
168
347
100
*
36
­
**
405
81
n/a
Total Students
679
173
357
101
*
36
­
**
419
81
n/a
Participation Rate
98%
97%
97% 99%
* 100%
­ 100%
97%
100%
n/a
'‡' 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.
n/a
n/a
43
n/a
341
347
98%
111
113
98%
Two
or
ELL
All
African
American
Pacific More Econ Special (Ever
ELL
Students American Hispanic White Indian Asian Islander Races Disadv
Ed
HS) (Current)
Federal Graduation Rates
4­year Longitudinal Cohort Graduation Rate (Gr 9­12): Class of 2014
Number Graduated
660
112
243
169
*
130
­
*
282
47
27
Total in Class
748
127
301
180
*
134
­
*
333
55
54
Graduation Rate
88.2%
88.2%
80.7% 93.9%
* 97.0%
­
* 84.7% 85.5% 50.0%
4­year Longitudinal Cohort Graduation Rate (Gr 9­12): Class of 2013
Number Graduated
706
122
235
232
*
102
*
12
270
38
32
Total in Class
808
142
299
242
*
109
*
13
332
51
67
Graduation Rate
87.4%
85.9%
78.6% 95.9%
* 93.6%
* 92.3% 81.3% 74.5% 47.8%
5­year Extended Graduation Rate (Gr 9­12): Class of 2013
Number Graduated
735
130
253
234
*
103
*
12
291
44
39
Total in Class
804
139
297
243
*
109
*
13
327
52
66
Graduation Rate
91.4%
93.5%
85.2% 96.3%
* 94.5%
* 92.3% 89.0% 84.6% 59.1%
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.
n/a
19
n/a
n/a
24
n/a
n/a
24
n/a
Source: 2015 Accountability Federal 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.
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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: Priority School Reason: N/A No Focus School Reason: N/A
Focus School Identification:
No
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
2.0
115.5
67.0
7.7
District Percent
1.2%
69.1%
28.1%
1.6%
1.0%
60.1%
34.8%
4.0%
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 low­
poverty 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
163
866
849
98.04%
17
1.96%
11
86
86
100.00%
0
0.00%
174
952
935
98.21%
17
1.79%
Number of Core Academic Teachers Who Are Teaching on the Following Permits
­­­­­­­­­­­­ Number of Teachers ­­­­­­­­
­­­­
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Elem (PK­6)
0
0
0
0
0
0
Emergency (for certified personnel)
Emergency (for uncertified personnel)
Non­renewable
Temporary Classroom Assignment
District Teaching
Temporary
secondary (7­12)
1
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
5
0
1
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.
Year Enrolled in Higher Education
2012­13
2011­12
Campus
60.8%
66.5%
District
52.4%
53.2%
State
56.9%
57.3%
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
Hispanic
White
Students with Disabilities
English Language Learners
National School Lunch Program
Mathematics
Overall
American Indian
Asian
Black
Hispanic
White
Students with Disabilities
English Language Learners
%
Below Basic
36
n/a
13
49
44
18
71
59
46
%
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
14
n/a
3
24
16
7
41
23
86
n/a
97
76
84
93
59
77
44
n/a
82
29
37
60
18
28
8
n/a
36
2
4
15
2
2
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2/16/2016
Grade 8
2014-15 Federal Report Card
National School Lunch Program
19
81
30
2
Reading
Overall
American Indian
Asian
Black
Hispanic
White
Students with Disabilities
English Language Learners
National School Lunch Program
28
n/a
12
38
35
14
70
71
36
72
n/a
88
62
65
86
30
29
64
28
n/a
55
19
19
43
5
2
18
2
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
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
Source: TEA Division of Student Assessment
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