Texas Education Agency
2014­15 Federal Report Card for Texas Public Schools
Campus Name: SEGUIN EL
Campus ID: 101912373
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
StateDistrictCampusAmericanHispanicWhite Indian AsianIslanderRaces Ed Disadv ELLFemaleMaleMigrant
STAAR Percent at Phase­in 1 Level II or Above
Grade 3
Reading
2015 74% 69%
70%
*
72%
*
­
­
*
*
*
69% 76% 73% 67%
­
2014 75% 69%
79%
*
83%
­
­
­
­
­
55% 78% 91% 89% 70%
­
Mathematics2015 74% 70%
70%
*
71%
*
­
­
*
*
*
70% 72% 68% 71%
­
2014 69% 66%
89%
90%
89%
­
­
­
­
­
73% 89% 94% 94% 86%
­
Grade 4
Reading
2015 71% 62%
62%
*
63%
­
­
­
­
­
*
60% 59% 76% 51%
*
2014 73% 66%
67%
75%
67%
­
­
­
­
­
*
68% 60% 77% 58%
­
Mathematics2015 71% 66%
67%
63%
67%
­
­
­
­
­
*
66% 61% 74% 61%
*
2014 70% 65%
68%
*
73%
­
­
­
­
­
*
69% 68% 79% 58%
­
Writing
2015 67% 63%
66%
63%
66%
­
­
­
­
­
*
64% 59% 79% 56%
*
2014 72% 68%
76%
100%
74%
­
­
­
­
­
*
77% 72% 94% 58%
­
Grade 5
Reading
2015 83% 77%
84%
100%
83%
­
­
­
­
­
*
84% 67% 90% 78%
­
2014 86% 79%
90%
83%
90%
­
­
*
­
­
100% 89% 71% 89% 90%
­
Mathematics2015 75% 71%
61%
*
63%
­
­
­
­
­
*
61% 50% 67% 55%
­
2014 87% 83%
94%
83%
94%
­
­
*
­
­
80% 93% 82% 95% 93%
­
Science
2015 69% 62%
67%
71%
66%
­
­
­
­
­
*
66% 41% 67% 66%
­
2014 73% 66%
75%
*
79%
­
­
*
­
­
*
74% 47% 73% 78%
­
All Grades
All Subjects 2015 73% 66%
68%
59%
69%
*
­
­
*
*
18% 68% 63% 74% 63%
*
2014 75% 69%
80%
66%
81%
­
­
*
­
­
60% 79% 77% 86% 73%
­
Reading
2015 74% 65%
72%
63%
72%
*
­
­
*
*
21% 71% 68% 80% 64%
*
2014 75% 67%
78%
63%
79%
­
­
*
­
­
68% 78% 77% 85% 72%
­
Mathematics2015 73% 67%
66%
50%
67%
*
­
­
*
*
*
66% 63% 70% 63%
*
2014 76% 70%
83%
67%
85%
­
­
*
­
­
68% 83% 83% 89% 79%
­
Writing
2015 68% 63%
66%
63%
66%
­
­
­
­
­
*
64% 59% 79% 56%
*
2014 71% 68%
76%
100%
74%
­
­
­
­
­
*
77% 72% 94% 58%
­
Science
2015 75% 66%
67%
71%
66%
­
­
­
­
­
*
66% 41% 67% 66%
­
2014 77% 70%
75%
*
79%
­
­
*
­
­
*
74% 47% 73% 78%
­
STAAR Percent at Final Level II or Above
All Grades
All Subjects 2015 38% 33%
27%
11%
28%
*
­
­
*
*
0%
27% 24% 29% 26%
*
2014 39% 34%
40%
15%
42%
­
­
*
­
­
34% 39% 39% 45% 35%
­
Reading
2015 40% 33%
30%
17%
31%
*
­
­
*
*
0%
29% 24% 33% 27%
*
2014 42% 35%
38%
13%
40%
­
­
*
­
­
29% 36% 41% 44% 31%
­
Mathematics2015 36% 33%
28%
2014 37% 34%
48%
Writing
2015 31% 28%
22%
2014 34% 31%
28%
Science
2015 40% 32%
22%
2014 40% 33%
36%
STAAR Percent at Level III Advanced
All Grades
All Subjects 2015 14% 13%
10%
2014 14% 12%
19%
Reading
2015 15% 13%
13%
2014 14% 12%
19%
Mathematics2015 14% 14%
10%
2014 15% 15%
28%
Writing
2015 8%
8%
6%
2014 6%
6%
2%
Science
2015 14% 11%
8%
2014 13% 10%
4%
STAAR Participation (All Grades)
All Tests
2015 99%
2014 99%
Reading
2015 99%
2014 99%
Mathematics
2015 99%
2014 99%
Writing
2015 99%
2014 99%
Science
2015 99%
2014 99%
8%
21%
29%
50%
*
­
­
­
­
*
*
­
*
­
*
46%
29% 29% 27% 29%
47% 46% 55% 41%
*
­
13%
0%
23%
31%
­
­
­
­
­
­
­
­
­
­
*
*
23% 22% 33% 14%
28% 24% 34% 22%
*
­
0%
*
23%
37%
­
­
­
­
­
*
­
­
­
­
*
*
19% 6%
35% 6%
20% 23%
27% 45%
­
­
0%
5%
10%
20%
*
­
­
­
­
*
*
­
*
­
0%
8%
10% 8% 10% 10%
18% 20% 23% 15%
*
­
0%
0%
13%
21%
*
­
­
­
­
*
*
­
*
­
0%
11%
13% 10% 13% 13%
18% 22% 24% 15%
*
­
0%
13%
10%
30%
*
­
­
­
­
*
*
­
*
­
*
7%
10% 7% 11% 8%
27% 28% 34% 23%
*
­
0%
0%
7%
2%
­
­
­
­
­
­
­
­
­
­
*
*
7%
2%
6%
2%
10%
4%
4%
0%
*
­
0%
*
8%
4%
­
­
­
­
­
*
­
­
­
­
*
*
7%
4%
0%
0%
4%
3%
11%
5%
­
­
99% 100% 95% 100% 100% ­
98% 100% 100% 100%
­
­
­ 100% 100% 100% 100% 100% 100% 99% 100%
*
­
­
100% 100% 100% 100% 100%
­
98% 100% 96% 100% 100% ­
98% 100% 100% 100%
­
­
­ 100% 100% 100% 100% 100% 100% 99% 100%
*
­
­
100% 100% 100% 100% 100%
­
99% 100% 96% 100% 100% ­
99% 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%
­
99% 99% 88% 100%
97% 100% 100% 100%
­
­
­
­
­
*
­
­
­
­
100% 99% 100% 100% 98%
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% 100% * 100%
­
­
­
­
­
100% 100% 100%
% STAAR/EOC With No
Accommodations
2015 17% 25% 0%
*
0%
­
­
­
­
­
0%
0%
0%
% STAAR/EOC With
Accommodations
2015 71% 58% 100% * 100%
­
­
­
­
­
100% 100% 100%
% STAAR Alternate2
2015 10% 15% 0%
*
0%
­
­
­
­
­
0%
0%
0%
% of Non­Participants
2015 2% 2%
0%
*
0%
­
­
­
­
­
0%
0%
0%
Mathematics Tests
% of Participants
2015 99% 99% 100% * 100%
­
­
­
­
­
100% 100% 100%
% STAAR/EOC With No
Accommodations
2015 13% 20% 0%
*
0%
­
­
­
­
­
0%
0%
0%
% STAAR/EOC With
Accommodations
2015 74% 62% 100% * 100%
­
­
­
­
­
100% 100% 100%
% STAAR Alternate2
2015 11% 17% 0%
*
0%
­
­
­
­
­
0%
0%
0%
% of Non­Participants
2015 1% 1%
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.
100% 100%
0%
0%
­
­
­
­
100% 100%
0%
0%
0%
0%
­
­
­
100% 100%
­
0%
0%
100% 100%
0%
0%
0%
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
Pacific More Econ Special (Current &
Islander Races Disadv
Ed
Monitored) ELL +
All
African
American
Students American Hispanic White
Indian
Asian
Performance Status ‡
Target
83%
83%
83%
83%
83%
83%
Reading
N
N
n/a
n/a
n/a
n/a
N
Mathematics
N
N
n/a
n/a
n/a
n/a
N
Participation Status ‡
Target
95%
95%
95%
95%
95%
95%
Reading
Y
Y
n/a
n/a
n/a
n/a
Y
Mathematics
Y
Y
n/a
n/a
n/a
n/a
Y
Federal Graduation Status (Target: See Reason Codes)
Graduation Target
n/a
n/a
n/a
n/a
Met
Reason Code ***
n/a
n/a
n/a
n/a
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
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)
198
13
182
*
­
­
*
*
179
5
142
n/a
273
73%
21
62%
248
73%
*
*
­
­
­
­
*
*
*
*
251
71%
24
21%
185
77%
140
n/a
181
11
166
*
­
­
*
*
165
*
127
n/a
272
67%
21
52%
247
67%
*
*
­
­
­
­
*
*
*
*
250
66%
*
*
184
69%
139
n/a
# at Phase­in Satisfactory
63
5
58
­
­
­
­
­
56
*
45
Standard
Total Tests
95
8
87
­
­
­
­
­
87
*
65
% at Phase­in
66%
63%
67%
­
­
­
­
­
64%
*
69%
Satisfactory Standard
Science
# at Phase­in Satisfactory
62
5
57
­
­
­
­
­
56
*
37
Standard
Total Tests
88
6
82
­
­
­
­
­
81
*
57
% at Phase­in
70%
83%
70%
­
­
­
­
­
69%
*
65%
Satisfactory Standard
Social Studies
# at Phase­in Satisfactory
­
­
­
­
­
­
­
­
­
­
­
Standard
Total Tests
­
­
­
­
­
­
­
­
­
­
­
% at Phase­in
­
­
­
­
­
­
­
­
­
­
­
Satisfactory Standard
Participation Rates ‡
Reading: 2014­2015 Assessments
Number Participating
293
24
265
*
­
­
*
*
268
24
n/a
Total Students
294
25
265
*
­
­
*
*
269
24
n/a
Participation Rate
100%
96%
100%
*
­
­
*
* 100% 100%
n/a
Mathematics: 2014­2015 Assessments
Number Participating
291
24
263
*
­
­
*
*
267
24
n/a
Total Students
292
25
263
*
­
­
*
*
268
24
n/a
Participation Rate
100%
96%
100%
*
­
­
*
* 100% 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
49
n/a
n/a
31
n/a
n/a
­
n/a
154
154
100%
152
152
100%
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
­
­
­
­
­
­
­
­
­
­
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
­
­
­
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: 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: Yes
High Progress School: Yes
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
1.0
32.0
6.6
0.0
District Percent
1.2%
69.1%
28.1%
1.6%
2.5%
80.7%
16.8%
0.0%
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.
High Poverty
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
33
33
33
100.00%
0
2
2
2
100.00%
0
35
35
35
100.00%
0
Percent
0.00%
0.00%
0.00%
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)
1
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
3
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
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
%
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
86
44
8
Grade 8
American Indian
Asian
Black
Hispanic
White
Students with Disabilities
English Language Learners
National School Lunch Program
n/a
3
24
16
7
41
23
19
n/a
97
76
84
93
59
77
81
n/a
82
29
37
60
18
28
30
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