Texas Education Agency
2014­15 Federal Report Card for Texas Public Schools
District Name: HOUSTON ISD
District ID: 101912
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
Region
African
American
Pacific More Special Econ
State 04 DistrictAmericanHispanicWhite Indian AsianIslanderRaces Ed Disadv ELLFemaleMaleMigrant
STAAR Percent at Phase­in 1 Level II or Above
Grade 3
Reading
2015 74% 75% 69%
59%
70% 87%
74%
87% 60% 89% 42% 65% 67% 73% 65% 61%
2014 75% 76% 69%
57%
69% 90%
57%
91% 80% 91% 60% 65% 68% 72% 66% 53%
Mathematics2015 74% 76% 70%
56%
72% 89%
71%
89% 60% 86% 46% 67% 71% 71% 70% 61%
2014 69% 71% 66%
51%
68% 87%
54%
91% 80% 88% 61% 62% 68% 66% 66% 64%
Grade 4
Reading
2015 71% 71% 62%
54%
61% 87%
55%
89% 70% 86% 32% 58% 53% 67% 58% 42%
2014 73% 74% 66%
57%
66% 88%
86%
88% 85% 82% 60% 62% 59% 70% 63% 64%
Mathematics2015 71% 73% 66%
52%
68% 87%
69%
92% 75% 88% 33% 63% 64% 68% 65% 59%
2014 70% 73% 65%
49%
68% 85%
70%
91% 75% 78% 59% 61% 64% 65% 65% 59%
Writing
2015 67% 68% 63%
54%
61% 85%
61%
89% 75% 84% 28% 58% 56% 69% 57% 58%
2014 72% 73% 68%
60%
68% 87%
83%
88% 80% 81% 52% 65% 62% 74% 63% 64%
Grade 5
Reading
2015 83% 83% 77%
72%
75% 93%
81%
89% 100% 88% 43% 74% 58% 80% 73% 69%
2014 86% 85% 79%
74%
78% 94%
79%
91% 100% 95% 79% 76% 64% 81% 77% 74%
Mathematics2015 75% 77% 71%
57%
73% 88%
71%
92% 94% 79% 37% 68% 61% 73% 69% 59%
2014 87% 87% 83%
73%
84% 92%
79%
95% 100% 88% 73% 81% 78% 84% 82% 86%
Science
2015 69% 70% 62%
51%
62% 87%
77%
84% 78% 79% 33% 58% 43% 61% 63% 46%
2014 73% 74% 66%
55%
65% 88%
66%
89%
*
82% 52% 62% 51% 64% 67% 54%
Grade 6
Reading
2015 73% 74% 63%
58%
60% 89%
72%
88% 90% 84% 30% 58% 31% 67% 60% 19%
2014 77% 78% 68%
62%
66% 90%
63%
84% 64% 82% 54% 64% 41% 72% 64% 56%
Mathematics2015 72% 74% 68%
59%
67% 89%
70%
91% 90% 76% 38% 64% 48% 69% 66% 52%
2014 78% 79% 70%
63%
70% 88%
77%
88% 73% 79% 55% 67% 52% 72% 68% 68%
Grade 7
Reading
2015 72% 73% 63%
60%
60% 88%
63%
83%
*
86% 28% 59% 24% 68% 60% 58%
2014 74% 76% 68%
64%
65% 90%
85%
85% 86% 86% 55% 63% 33% 71% 64% 65%
Mathematics2015 68% 71% 62%
53%
61% 85%
72%
82%
*
78% 30% 59% 34% 63% 60% 72%
2014 67% 70% 61%
54%
60% 81%
64%
83%
*
73% 50% 57% 39% 62% 60% 49%
Writing
2015 69% 70% 63%
58%
60% 86%
55%
85%
*
80% 26% 58% 24% 69% 56% 61%
2014 70% 72% 67%
64%
65% 85%
77%
87% 86% 82% 59% 63% 35% 73% 61% 65%
Grade 8
Reading
2015 84% 85% 76%
74%
74% 94%
83%
87% 83% 89% 37% 73% 39% 80% 73% 56%
2014 88% 89% 82%
81%
80% 94%
88%
87% 92% 96% 67% 79% 45% 84% 79% 90%
Mathematics2015 71% 73% 61%
56%
60% 79%
71%
79%
*
77% 32% 59% 39% 64% 58% 25%
2014 85% 85% 78%
74%
78% 87%
92%
86% 88% 89% 66% 76% 58% 78% 77% 83%
Science
2015 67% 70% 58%
2014 70% 73% 62%
Social
Studies
2015 61% 63% 52%
2014 61% 63% 53%
End of Course
English I
2015 66% 66% 56%
2014 65% 66% 55%
English II
2015 69% 69% 58%
2014 68% 69% 59%
Algebra I
2015 77% 77% 68%
2014 79% 80% 71%
Biology
2015 88% 87% 78%
2014 88% 88% 80%
U.S. History 2015 88% 89% 83%
2014 92% 93% 89%
All Grades
All Subjects 2015 73% 74% 66%
2014 75% 77% 69%
Reading
2015 74% 74% 65%
2014 75% 76% 67%
Mathematics2015 73% 75% 67%
2014 76% 78% 70%
Writing
2015 68% 69% 63%
2014 71% 73% 68%
Science
2015 75% 76% 66%
2014 77% 79% 70%
Social
Studies
2015 74% 76% 66%
2014 75% 77% 69%
STAAR Percent at Final Level II or Above
All Grades
All Subjects 2015 38% 40% 33%
2014 39% 41% 34%
Reading
2015 40% 41% 33%
2014 42% 42% 35%
Mathematics2015 36% 39% 33%
2014 37% 39% 34%
Writing
2015 31% 32% 28%
2014 34% 34% 31%
Science
2015 40% 43% 32%
2014 40% 43% 33%
Social
Studies
2015 41% 43% 33%
2014 38% 41% 32%
STAAR Percent at Level III Advanced
All Grades
All Subjects 2015 14% 16% 13%
2014 14% 15% 12%
Reading
2015 15% 16% 13%
2014 14% 15% 12%
53%
58%
55%
60%
82%
84%
67%
73%
85%
87%
83%
80%
82%
84%
30%
50%
53% 23% 59% 57% 35%
59% 28% 61% 64% 69%
45%
48%
49%
49%
79%
80%
59%
58%
82%
79%
83%
83%
73%
83%
26%
44%
47% 18% 51% 53% 38%
48% 20% 50% 55% 50%
52%
51%
54%
53%
79%
80%
43%
58%
74%
69%
59%
67%
78%
75%
30%
39%
53% 22% 62% 50% 50%
51% 20% 61% 50% 43%
51%
53%
57%
56%
81%
83%
53%
57%
73%
76%
68%
57%
75%
81%
27%
45%
55% 21% 63% 54% 53%
54% 18% 63% 55% 35%
62%
63%
68%
71%
84%
86%
79%
54%
88%
86%
72%
73%
80%
85%
36%
41%
66% 43% 71% 66% 51%
69% 46% 74% 68% 60%
76%
77%
76%
79%
91%
93%
83%
89%
88%
86%
81%
88%
88%
88%
50%
54%
76% 48% 81% 75% 59%
78% 53% 83% 77% 63%
78%
88%
82%
88%
94%
95%
74%
96%
89%
92%
94%
89%
93%
93%
51%
66%
80% 50% 82% 83% 77%
87% 58% 88% 89% 93%
58%
62%
65%
68%
87%
88%
67%
71%
86%
86%
74%
79%
83%
85%
34%
56%
62% 48% 69% 63% 53%
65% 54% 71% 67% 63%
59%
61%
64%
66%
87%
88%
63%
69%
84%
84%
71%
76%
85%
86%
33%
57%
61% 45% 70% 61% 52%
64% 50% 71% 64% 59%
57%
60%
68%
71%
86%
87%
73%
69%
88%
89%
74%
78%
82%
83%
36%
58%
64% 57% 69% 65% 55%
67% 62% 71% 69% 66%
56%
62%
61%
67%
86%
86%
58%
80%
87%
88%
66%
81%
82%
81%
27%
56%
58% 47% 69% 57% 59%
64% 54% 73% 62% 64%
61%
64%
65%
68%
87%
89%
76%
77%
86%
87%
80%
84%
83%
85%
38%
52%
63% 39% 67% 66% 48%
66% 47% 70% 69% 62%
61%
65%
64%
66%
87%
87%
67%
76%
86%
86%
91%
87%
82%
88%
37%
51%
62% 29% 66% 67% 58%
64% 32% 67% 70% 65%
24%
25%
30%
31%
65%
64%
35%
38%
70%
70%
52%
56%
57%
58%
19%
31%
27% 17% 34% 31% 22%
28% 20% 35% 33% 26%
26%
28%
30%
31%
68%
69%
37%
38%
67%
67%
52%
56%
61%
62%
18%
32%
27% 15% 36% 30% 19%
29% 18% 38% 32% 22%
21%
22%
32%
33%
62%
60%
34%
34%
74%
74%
47%
57%
56%
52%
19%
33%
28% 23% 34% 33% 26%
29% 25% 34% 34% 33%
20%
24%
24%
28%
62%
62%
25%
51%
68%
68%
52%
41%
54%
56%
16%
35%
22% 15% 33% 24% 20%
26% 20% 36% 27% 25%
23%
25%
29%
30%
64%
63%
43%
38%
69%
70%
55%
68%
57%
61%
18%
26%
27% 9% 31% 33% 21%
27% 12% 31% 34% 27%
25%
26%
29%
28%
62%
60%
32%
44%
68%
66%
65%
52%
50%
60%
21%
27%
27% 6%
26% 7%
29% 36% 22%
29% 35% 21%
7%
6%
10%
10%
37%
34%
14%
15%
48%
45%
28%
25%
32%
29%
6%
6%
9%
9%
5%
7%
13% 12%
13% 12%
5%
8%
8%
7%
10%
9%
41%
37%
15%
13%
45%
41%
28%
26%
37%
33%
5%
6%
9%
8%
6%
7%
15% 12%
14% 11%
4%
7%
Mathematics2015 14%
2014 15%
Writing
2015 8%
2014 6%
Science
2015 14%
2014 13%
Social
Studies
2015 18%
2014 15%
16%
17%
14%
15%
6%
7%
12%
14%
37%
35%
14%
18%
55%
55%
27%
24%
32%
28%
7%
6%
10% 7% 14% 14% 8%
12% 11% 15% 15% 11%
9%
7%
8%
6%
4%
4%
5%
4%
28%
21%
11%
13%
39%
30%
17%
15%
26%
15%
5%
7%
4%
4%
3%
2%
10%
8%
6%
5%
1%
3%
16%
15%
11%
10%
6%
5%
9%
8%
35%
31%
12%
16%
46%
45%
35%
29%
28%
29%
6%
5%
7%
7%
2%
2%
11% 12%
10% 11%
3%
7%
20%
16%
14%
12%
8%
6%
10%
9%
36%
34%
12%
14%
49%
43%
30%
29%
26%
27%
7%
5%
9%
8%
1%
2%
12% 16%
10% 14%
6%
4%
STAAR Participation (All Grades)
All Tests
2015 99% 99%
2014 99% 99%
Reading
2015 99% 99%
2014 99% 99%
Mathematics
2015 99% 99%
2014 99% 99%
Writing
2015 99% 99%
2014 99% 100%
Science
2015 99% 99%
2014 99% 99%
Social Studies
2015 99% 99%
2014 99% 99%
99%
98%
99%
98%
99% 98% 98%
99% 98% 98%
99%
99%
99%
95%
99%
99%
98%
98%
99%
99%
98%
99%
99%
99%
99%
98%
98%
98%
98%
98%
99%
98%
98% 98% 98%
99% 98% 97%
98%
99%
98%
97%
99%
98%
98%
98%
98%
99%
96%
99%
98%
99%
98%
98%
96%
99%
99%
99%
99%
98%
99% 99% 98% 100% 100% 99%
99% 99% 99% 100% 97% 99%
99%
98%
99%
99%
99%
99%
99%
99%
99% 100%
99% 99%
100% 100% 100% 99% 98% 100% 100% 100% 99% 100% 99% 100% 100% 99%
100% 100% 100% 99% 98% 100% 96% 100% 100% 100% 100% 100% 100% 97%
99%
97%
98%
96%
99% 99% 98% 100% 100% 100% 98%
97% 98% 97% 99% 86% 98% 96%
99%
97%
99%
97%
99%
97%
99% 100%
97% 97%
99%
99%
98%
98%
99% 98% 95% 99% 100% 98%
99% 98% 100% 99% 97% 99%
99%
99%
99%
99%
99%
99%
98% 100%
99% 100%
98%
99%
STAAR Participation Results by Assessment Type for Students Served in Special Education Settings (All Grades)
Reading Tests
% of Participants
2015 98% 98% 98% 98% 98% 99% 100% 98%
*
99% 98% 98% 97% 98%
% STAAR/EOC With No
Accommodations
2015 17% 18% 25% 28% 23% 31% 32% 27%
*
27% 25% 24% 18% 25%
% STAAR/EOC With
Accommodations
2015 71% 67% 58% 54% 61% 53% 63% 46%
*
56% 58% 59% 69% 58%
% STAAR Alternate2
2015 10% 12% 15% 15% 15% 15% 5% 25%
*
16% 15% 15% 10% 15%
% of Non­Participants
2015 2% 2% 2% 2% 2% 1%
0%
2%
*
1% 2% 2% 3% 2%
Mathematics Tests
% of Participants
2015 99% 99% 99% 98% 99% 98% 100% 99%
*
99% 99% 99% 99% 99%
% STAAR/EOC With No
Accommodations
2015 13% 14% 20% 23% 17% 27% 25% 21%
*
23% 20% 18% 13% 19%
% STAAR/EOC With
Accommodations
2015 74% 71% 62% 59% 66% 55% 69% 51%
*
60% 62% 64% 75% 63%
% STAAR Alternate2
2015 11% 13% 17% 17% 16% 16% 6% 28%
*
16% 17% 17% 11% 17%
% of Non­Participants
2015 1% 1% 1% 2% 1% 2%
0%
1%
*
1% 1% 1% 1% 1%
'?' 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.
98% 97%
25% 20%
58% 60%
15% 17%
2%
3%
99% 100%
20% 21%
62% 58%
17% 21%
1%
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.
Two
or
ELL
All
African
American
Pacific More Econ Special (Current &
Students American Hispanic White
Indian
Asian Islander Races Disadv
Ed
Monitored) ELL +
Performance Status ‡
Target
83%
83%
83%
83%
83%
83%
83%
Reading
N
N
N
Y
n/a
n/a
n/a
n/a
N
N
N
n/a
Mathematics
N
N
N
Y
n/a
n/a
n/a
n/a
N
N
N
n/a
Participation Status ‡
Target
95%
95%
95%
95%
95%
95%
95%
Reading
Y
Y
Y
Y
n/a
n/a
n/a
n/a
Y
Y
n/a
Y
Mathematics
Y
Y
Y
Y
n/a
n/a
n/a
n/a
Y
Y
n/a
Y
Federal Graduation Status (Target: See Reason Codes)
Graduation Target
N
N
N
Y
n/a
n/a
n/a
n/a
N
N
n/a
N
Met
Reason Code ***
b
n/a
n/a
n/a
n/a
n/a
District: Met Federal Limits on Alternative Assessments
Reading #
Alternate 1%
Y
Number Proficient 1,498
Total Federal Cap
1,331
Limit
Mathematics #
Alternate 1%
Y
Number Proficient 1,406
Total Federal Cap
1,066
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%
# The school district was granted an exception to the 1% cap on STAAR Alternate student passing results.
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
Two
or
ELL All
African
American
Pacific More Econ Special (Current & ELL
Students American Hispanic White
Indian Asian Islander Races Disadv
Ed Monitored) (Current)
82,798
18,995
50,547
123,216
67%
31,571
60%
68,524
8,542
170 3,584
85
868
60,120
3,831
24,182
n/a
76,694
66%
9,548
89%
261 4,021
65% 89%
95,025 11,422
63%
34%
41,400
58%
30,203
n/a
14,623
43,346
6,749
150 2,869
67
717
50,912
3,491
24,616
n/a
99,002
69%
25,369
58%
61,759
70%
7,626
88%
200 3,099
75% 93%
85
79%
856
84%
77,084
66%
9,558
37%
36,366
68%
26,288
n/a
18,446
4,099
11,210
1,983
34
866
18
235
13,317
740
6,635
n/a
28,700
64%
7,191
57%
17,958
62%
2,248
88%
56
61%
943
92%
25
72%
278
85%
22,298
60%
2,721
27%
11,393
58%
8,360
n/a
29,271
6,658
17,761
3,136
64 1,321
31
297
21,037
1,574
7,275
n/a
109 1,001
78% 87%
Total Tests
42,386
10,756 26,201 3,518
82 1,438
38 347 32,281 4,105
12,736
% at Phase­in
69%
62%
68%
89%
78% 92%
82% 86%
65%
38%
57%
Satisfactory Standard
Social Studies
# at Phase­in
16,597
3,837
9,728 1,996
37
813
20 162 11,266
847
2,036
Satisfactory Standard
Total Tests
24,168
6,194 14,532 2,268
53
901
22 194 17,526 2,235
4,546
% at Phase­in
69%
62%
67%
88%
70% 90%
91% 84%
64%
38%
45%
Satisfactory Standard
Participation Rates ‡
Reading: 2014­2015 Assessments
Number Participating
131,851
33,592 82,059 10,192
273 4,475
124 1,060 100,889 11,916
n/a
Total Students
133,055
33,988 82,702 10,325
278 4,489
126 1,067 101,740 12,073
n/a
Participation Rate
99%
99%
99%
99%
98% 100%
98% 99%
99%
99%
n/a
Mathematics: 2014­2015 Assessments
Number Participating
105,754
27,048 65,898 8,068
211 3,472
96 909 81,654 9,935
n/a
Total Students
106,523
27,290 66,319 8,157
216 3,477
96 915 82,186 10,060
n/a
Participation Rate
99%
99%
99%
99%
98% 100%
100% 99%
99%
99%
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.
8,330
n/a
n/a
3,036
n/a
35,260
35,518
99%
30,087
30,242
99%
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
9,099
2,407
5,247
936
26
399
18
66 6,464
750
919
Total in Class
11,576
3,215
6,710 1,088
33
432
22
76 8,245 1,140 1,652
Graduation Rate
78.6%
74.9%
78.2% 86.0%
78.8% 92.4% 81.8% 86.8% 78.4% 65.8% 55.6%
4­year Longitudinal Cohort Graduation Rate (Gr 9­12): Class of 2013
Number Graduated
9,053
2,563
5,131
867
32
363
25
72 6,496
755
784
Total in Class
11,524
3,368
6,632
956
43
418
27
80 8,247 1,123 1,491
Graduation Rate
78.6%
76.1%
77.4% 90.7%
74.4% 86.8% 92.6% 90.0% 78.8% 67.2% 52.6%
5­year Extended Graduation Rate (Gr 9­12): Class of 2013
Number Graduated
9,386
2,657
5,352
880
33
366
25
73 6,732
826
860
Total in Class
11,441
3,342
6,583
952
42
416
26
80 8,159 1,125 1,447
Graduation Rate
82.0%
79.5%
81.3% 92.4%
78.6% 88.0% 96.2% 91.3% 82.5% 73.4% 59.4%
District: Met Federal Limits on Alternative Assessments
Reading #
Number Proficient
1,498
Total Federal Cap
1,331
Limit
Mathematics #
Number Proficient
1,406
Total Federal Cap
1,066
Limit
'*' 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).
'#' The school district was granted an exception to the 1% cap on STAAR Alternate student passing results.
'­' 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
Part III: Priority and Focus Schools
n/a
797
n/a
n/a
820
n/a
n/a
783
n/a
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%.
Results available at campus level only.
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.
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 Full­Time Equivalent (FTE) count of teachers with no degree,
bachelor’s, master’s, and doctorate degrees.
No Degree
Bachelors
Masters
Doctorate
­­­­­­­­­­­­­­­­­ District ­­­­­­­­­­­­­­­­­
Number
Percent
133.5
1.2%
7,897.2
69.1%
3,206.6
28.1%
184.3
1.6%
­­­­­­­­­­­­­­­­­ State ­­­­­­­­­­­­­­­­­
Number
Percent
2,980.2
0.9%
257,146.2
75.1%
79,997.8
23.4%
2,067.7
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.
All Campuses
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
9,599
29,613
29,078
98.19%
535
1.81%
1,096
2,302
2,212
96.09%
90
3.91%
10,695
31,915
31,290
98.04%
625
1.96%
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)
81
36
0
0
0
0
0
2
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
714
38
45
1
High Poverty Campuses
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
6,400
19,298
18,921
98.05%
377
1.95%
806
1,492
1,450
97.18%
42
2.82%
7,206
20,790
20,371
97.98%
419
2.02%
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)
56
28
0
0
0
0
0
1
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
565
30
34
0
Low Poverty Campuses
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
722
1,524
1,523
99.93%
1
0.07%
56
94
94
100.00%
0
0.00%
778
1,618
1,617
99.94%
1
0.06%
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)
6
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
8
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.
Year Enrolled in Higher Education
2012­13
2011­12
District
52.4%
53.2%
Region 04
59.6%
60.3%
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
%
%
At or Above
%
At or Above
%
At or Above
Grade
Grade 4
Grade 8
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
Basic
64
n/a
87
51
56
82
29
41
54
Proficient
31
n/a
66
17
22
50
11
12
20
Advanced
7
n/a
30
2
3
13
2
2
3
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
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