Campus Name: CARNEGIE VANGUARD H S
Campus ID: 101912322
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
StateDistrictCampus AmericanHispanicWhite
STAAR Percent at Phase­in 1 Level II or Above
American Pacific More
Indian Asian Islander Races
Special
Ed
Econ
DisadvELLFemale Male Migrant
End of Course
English I 2015 66% 56% 99% 100%
2014 65% 55% 100% 100%
English II 2015 69% 58% 100% 100%
2014 68% 59% 100% 100%
Algebra I 2015 77% 68% 100% 100%
2014 79% 71% 100% 100%
Biology 2015 88% 78%
2014 88% 80%
100%
100%
100%
100%
98% 100%
100% 100%
100% 100%
100% 100%
100% 100%
100% 100%
100% 100%
100% 100%
­
­
­
­
*
*
*
*
100%
100%
100%
100%
*
*
100%
100%
*
*
­
­
­
­
­
­ 100%
­
*
100%
*
*
100%
*
*
­
­
­
­
­
­
­
98% ­
100% ­
100% ­
100% ­
100% ­
100% ­
100% ­
100% ­
99% 100%
100% 100%
100% 100%
100% 100%
100% 100%
100% 100%
100% 100%
100% 100%
­
­
­
­
­
­
­
­
U.S. History 2015 88% 83% 100% 100%
2014 92% 89% 100% 100%
All Grades
All Subjects 2015 73% 66% 100% 100%
2014 75% 69% 100% 100%
Reading 2015 74% 65% 100% 100%
2014 75% 67% 100% 100%
Mathematics2015 73% 67% 100% 100%
2014 76% 70% 100% 100%
Science
Social
2015 75% 66% 100% 100%
2014 77% 70% 100% 100%
100% 100%
100% 100%
100% 100%
100% 100%
99% 100%
100% 100%
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%
­
100% ­
­
100% ­
100% ­
100% ­
100% ­
100% ­
100% 100%
100% 100%
100% 100%
100% 100%
99% 100%
100% 100%
100% 100%
100% 100%
100% 100%
100% 100%
­
­
­
­
­
­
­
­
­
­
100% 100%
100% 100% ­
­ 100%
100% ­
­ *
*
*
*
100% ­ 100% 100% ­
100% ­ 100% 100% ­
Studies 2015 74% 66% 100% 100%
2014 75% 69% 100% 100%
STAAR Percent at Final Level II or Above
All Grades
All Subjects 2015 38% 33% 99%
2014 39% 34% 98%
98%
99%
97%
97%
Reading 2015 40% 33% 98%
2014 42% 35% 98%
Mathematics2015 36% 33% 97%
2014 37% 34% 78%
Science 2015 40% 32% 99%
2014 40% 33% 99%
100%
100%
100%
100%
Social
Studies 2015 41% 33%
2014 38% 32%
100%
99%
100%
100%
98%
96%
97%
98%
69%
98%
99%
97%
98%
98%
94% 100%
67%
98% 100%
98%
100% 100%
96% 100%
­
­
­
­
­
*
*
*
*
*
100%
99%
100%
100%
*
*
100%
100%
100%
97%
*
*
*
­
­
­
­
­
­
­ 100%
100%
100%
100%
­
*
100%
*
*
*
*
*
*
*
*
­
­
­
­
­
98%
97%
98%
97%
93%
75%
98%
98%
­
­
­
­
­
­
­
­
100% ­
100% ­
98% 99%
98% 97%
97% 99%
99% 97%
100% 94%
69% 84%
99% 100%
99% 99%
100% 100%
97% 100%
­
­
­
­
­
­
­
­
­
­

STAAR Percent at Level III Advanced
All Grades
All Subjects 2015 14% 13% 63%
2014 14% 12% 51%
Reading 2015 15% 13%
2014 14% 12%
44%
41%
Mathematics2015 14% 14% 70%
2014 15% 15% 53%
Science
Social
Studies
2015 14% 11%
2014 13% 10%
2015 18% 14%
2014 15% 12%
79%
60%
85%
66%
52%
47%
37%
35%
50%
67%
73%
53%
67%
63%
50%
38%
32%
33%
38%
60%
41%
83%
50%
73%
55%
51%
41%
61% 100%
56%
90%
70%
89%
72%
­
­
­
­
­
*
*
*
*
*
72%
73%
53%
66%
*
*
96%
84%
87%
73%
*
*
*
­
­
­
­
­
­
­
78%
44%
60%
38%
­
*
100%
*
*
*
*
*
*
*
*
­
­
­
­
­
54%
42%
35%
33%
60%
50%
67%
49%
77%
59%
­
­
­
­
­
­
­
­
­
­
62% 65%
51% 52%
49% 39%
47% 35%
56% 82%
54% 53%
71% 87%
58% 61%
78% 94%
52% 83%
STAAR Participation (All Grades)
All Tests 2015 99% 99% 100% 100% 100% 100% 100% 100% ­ 95% 100% 100% ­ 100% 100% ­
2014 99% 98% 100% 97% 100% 100% * 100% * 100% * 100% ­ 99% 100% ­
Reading
Mathematics
Science
Social Studies
2015 99% 98% 100% 100% 100% 100% 100% 100%
2014 99% 98% 100% 97% 100% 100%
2015 99% 99% 100% 100% 100% 100%
2014 99% 99% 100% 100% 100% 100%
2015 99% 99% 99% 100% 100% 98%
2014 99% 97% 99% 94% 100% 100%
2015 99% 99% 99% 100% 100% 100%
2014 99% 99% 99% 100% 100% 98%
­
­
­
­
­
*
*
100% * 100%
100%
*
100%
100% *
100%
100%
­
­
­
­
­
­
100%
100%
­
100%
*
*
­
­
­
­
­ 100%
100%
100%
100%
100%
100%
67% 100% 100%
* * 100% ­
­
­
­
­
­
­
­
100% 100%
99% 100%
100% 100%
100% 100%
99% 100%
99% 100%
100% 99%
99% 100% ­
­
­
­
­
­
­
­
­
­
­
­
­
­
­
­
­
­
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.
Performance Status ‡
Target
Reading
Mathematics
All
Students
83%
Y
Y
African
American Hispanic White
83%
Y
83%
Y
83%
Y
Participation Status ‡
Target
Reading
Mathematics
95%
Y
Y
95%
Y
95%
Y
Federal Graduation Status (Target: See Reason Codes)
Graduation Target
Met
Y
95%
Y
Y
Reason Code *** a
District: Met Federal Limits on Alternative Assessments a
Reading
Alternate 1%
Number Proficient
Total Federal Cap
Limit
Mathematics
American
Indian Asian n/a n/a n/a n/a n/a n/a
n/a n/a
n/a n/a n/a n/a
Pacific
Islander
Two or
More
Races
Econ
Disadv
Special
Ed
ELL
(Current &
Monitored) ELL +
n/a n/a
n/a n/a n/a n/a
n/a n/a
n/a n/a n/a n/a
83%
Y
95%
Y
Y a
83%
95%
83% n/a n/a n/a n/a
95%
n/a n/a

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
% at Phase­in
Satisfactory Standard
Social Studies
All
Students
304
305
100%
33
33
100%
150
150
100%
­
­
­
African
American Hispanic White
30
30
100%
6
6
100%
11
11
100%
­
­
­
105
106
98
98
99% 100%
18
18
5
5
100% 100%
55
55
­
­
­
51
51
100% 100%
­
­
­
American
Indian
*
*
* 100%
­
­
­
­
­
­
­
­
Asian
60
60
*
*
*
28
28
­ 100%
­
­
­
Pacific
Islander
­
­
­
­
­
­
­
­
­
­
Two or
More
Races
**
**
­ 100%
*
*
*
5
5
­ 100%
­
­
­
Econ
Disadv
80
81
99%
15
15
100%
43
43
100%
­
­
­
Special
Ed
­
­
­
­
­
­
­
­
­
­
­
­
ELL
(Current &
Monitored)
# at Phase­in Satisfactory
Standard
Total Tests
% at Phase­in
Satisfactory Standard
Participation Rates ‡
155
155
100%
Reading: 2014­2015 Assessments
Number Participating
Total Students
305
305
Participation Rate 100%
Mathematics: 2014­2015 Assessments
Number Participating
Total Students
Participation Rate
33
33
100%
**
**
100%
30
30
100%
6
6
100%
36
36
100% 100%
106
106
100% 100%
18
18
76
76
98
98
5
5
100% 100%
*
*
­
­
* 100%
­
­
­
23
23
­ 100%
60
60
*
*
*
­
­
­
­
­
­
­
­
*
*
*
**
**
39
39
100%
81
81
­ 100% 100%
*
*
15
15
* 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.
*
*
*
*
*
*
*
*
* n/a n/a n/a n/a n/a n/a
­
­
­
­
­
­
ELL
(Current) n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a
­
­
­
­
­
­
­
­
­
­
­

Federal Graduation Rates
All
Students
102
100.0%
African
American Hispanic White
** 24 44
100.0% 100.0% 100.0%
American
Indian
4­year Longitudinal Cohort Graduation Rate (Gr 9­12): Class of 2014
Number Graduated 102 ** 24 44
Total in Class
Graduation Rate
­
­
Asian
16
16
­ 100.0%
4­year Longitudinal Cohort Graduation Rate (Gr 9­12): Class of 2013
Number Graduated 108 23 28 46
Total in Class
Graduation Rate
108
100.0%
23 28 46
100.0% 100.0% 100.0%
5­year Extended Graduation Rate (Gr 9­12): Class of 2013
­
­ 11
11
­ 100.0%
Pacific
Islander
­
­
­
­
­
­
Two or
More
Races
*
*
Econ
Disadv
29
29
* 100.0%
­
­ 34
34
­ 100.0%
Special
Ed
*
*
*
*
*
*
ELL
(Ever
HS)
Number Graduated
Total in Class
Graduation Rate
108
108
23
23
28
28
46
46
100.0% 100.0% 100.0% 100.0%
District: Met Federal Limits on Alternative Assessments
Reading
Number Proficient
Limit
Total Federal Cap n/a n/a
­
­ 11
11
­ 100.0%
­
­
­
­
­
34
34
­ 100.0%
*
*
*
Mathematics
Number Proficient
Limit
Total Federal Cap n/a 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.
­
­
­
­
­
­
­
­
­
ELL
(Current) n/a n/a n/a n/a n/a 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.
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
Focus School Identification:
No
Priority School Reason: N/A
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.
No Degree
Bachelors
Masters
Doctorate
­­­­­­­­­­­­­­­­­ Campus ­­­­­­­­­­­­­­­­­
Number Percent
0.0
25.0
8.3
0.0
0.0%
75.0%
25.0%
0.0%
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 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.
Low Poverty
Core Academic Subject Areas
Total   General
Education
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
Number
Percent
Number
Percent
36
164
164
100.00%
0
0.00%
Number of Core Academic Teachers Who Are Teaching on the Following Permits
Special
Education
0
.
0
0
0
.
36
164
164
100.00%
0
0.00%
Emergency (for certified personnel)
Emergency (for uncertified personnel)
Non­renewable
Temporary Classroom Assignment
District Teaching
Temporary
­­­­­­­­­­­­ Number of Teachers ­­­­­­­­
­­­­
Elem
(PK­6) secondary
(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
0
0
0
0
Source: TEA Division of Federal and State Education Policy

Grade 8
Grade
Grade 4
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
65.7%
58.3%
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.
Subject
Reading
Mathematics
Reading
Mathematics
Student Group
Overall
American Indian
Asian
Black
Hispanic
White
Students with Disabilities
English Language Learners
National School Lunch Program
Overall
American Indian
Asian
Black
Hispanic
White
Students with Disabilities
English Language Learners
National School Lunch Program
Overall
American Indian
Asian
Black
Hispanic
White
Students with Disabilities
English Language Learners
National School Lunch Program
Overall
American Indian
Asian
Black
Hispanic
White
Students with Disabilities
English Language Learners
National School Lunch Program
State Level: 2015 Percentages at NAEP Achievement Levels
86 n/a
97
76
84
93
59
77
81
65
86
30
29
64
72 n/a
88
62
%
At or Above
Basic
64 n/a
87
51
56
82
29
41
54
75 n/a
95
57
69
88
38
40
66
%
Below Basic
36 n/a
13
49
44
18
71
59
46
14 n/a
3
24
16
7
41
23
19
35
14
70
71
36
28 n/a
12
38
25 n/a
5
43
31
12
62
60
34
44 n/a
82
29
37
60
18
28
30
19
43
5
2
18
28 n/a
55
19
%
At or Above
Proficient
31 n/a
66
17
22
50
11
12
20
32 n/a
67
16
23
48
8
6
20
8 n/a
36
2
4
15
2
2
2
2 n/a
12
2
1
4 n/a n/a
1
%
At or Above
Advanced
7 n/a
30
2
3
13
2
2
3
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
Mathematics
Reading
Mathematics
Source: TEA Division of Student Assessment
Student Group
Students with Disabilities
Limited English Proficient
Students with Disabilities
Limited English Proficient
Students with Disabilities
Limited English Proficient
Students with Disabilities
Limited English Proficient
%
72
92
80
95
81
95
81
90