REPORT FROM THE SUPERINTENDENT
Office of Superintendent of Schools
Board of Education Meeting of August 13, 2015
SUBJECT: BOARD MONITORING UPDATE: MULTIPLE METRICS
The Houston Independent School District (HISD) exists to strengthen the social and
economic foundation of Houston by assuring its youth the highest-quality elementary
and secondary education available anywhere. In fulfilling this goal, the HISD Board of
Education has designed the framework for the systematic monitoring of the district's
goals.
Following are the specific, actionable measures provided to the Board of Education
on an annually recurring basis for ongoing monitoring and trend reporting in the areas
of rigorous education in reading and math, consistency, and safety with the intent to
provide a holistic view of the district. As data is received into the district, data attributes
are populated.
Attached to this update are three Executive Summaries containing supporting
evidence of district progress for the 2014–2015 school year, specifically for:



Percentage of students who scored at the Unsatisfactory, Satisfactory, and
Advanced Levels on the State of Texas Assessments of Academic Readiness
(STAAR) in reading for grades 3–8 (Please note that STAAR Math results for
grades 3–8 will not be available until September 2015.)
Percentage of students who scored at the Unsatisfactory, Satisfactory, and
Advanced Levels on the STAAR End-of-Course (EOC) exams
Graduation and Dropout Rates
Board Monitoring Systems (BMS)
As of August 3, 2015
(Reflects updated results from prior year.)
2013-2014 School Year
20122013
Student Achievement
Rigorous Education
Percent of Students at Level III - Advanced Academic Performance STAAR Standard (3-8)
Percent of Students at Level II - Satisfactory Academic Performance STAAR Standard (3-8)
Percent of Students at Level I - Unsatisfactory Academic Performance STAAR Standard (3-8)
Percent of Students at Level III - Advanced Academic Performance STAAR Standard (3-8)
Percent of Students at Level II - Satisfactory Academic Performance STAAR Standard (3-8)
Percent of Students at Level I - Unsatisfactory Academic Performance STAAR Standard (3-8)
Percent of Students at Level III - Advanced Academic Performance STAAR EOC (9-12)
Percent of Students at Level II - Satisfactory Academic Performance STAAR EOC (9-12)
Percent of Students at Level I - Unsatisfactory Academic Performance STAAR EOC (9-12)
Percent of Students at Level III - Advanced Academic Performance STAAR EOC (9-12)
Percent of Students at Level II - Satisfactory Academic Performance STAAR EOC (9-12)
Percent of Students at Level I - Unsatisfactory Academic Performance STAAR EOC (9-12)
Percent of Students at Level III - Advanced Academic Performance STAAR EOC (7,8)
Percent of Students at Level II - Satisfactory Academic Performance STAAR EOC (7,8)
Percent of Students at Level I – Unsatisfactory Academic Performance STAAR EOC (7,8)
Percent of Students at or above 50th percentile on Norm Reference Test in Grades 1-5
Percent of Students at or above 50th percentile on Norm Reference Test in Grades 1-5
Percent of Students at or above 50th percentile on Norm Reference Test in Grades 6-8
Percent of Students at or above 50th percentile on Norm Reference Test in Grades 6-8
Districtwide EVAAS Growth Measure Scores in Reading (Grades 3-8)
Districtwide EVAAS Growth Measure Scores in Math (Grades 3-8)
College and Career Readiness
Reading
Reading
Reading
Math
Math
Math
ELA I & II
ELA I & II
ELA I & II
Algebra I
Algebra I
Algebra I
Algebra I
Algebra I
Algebra I
Reading (LA Total)
Math (Math Total)
Reading
Math
Reading
Math
Percent of Students Enrolling in Higher Education Within 1 Year of High School Graduation
Percent of Students at or above standard on the SAT/ACT Reading & Math Sections Combined
Percent of Students at or above benchmark score on the PSAT
Consistency
Graduation & Dropout
Four-Year Cohort Graduation Rate
Four-Year Cohort Dropout Rate
Perception Survey - Rigorous Education
Percent of Parents Satisfied with Rigorous Education
Percent of Students Who Feel Challenged with Coursework
Students
Percent of Students Satisfied with Teachers Having High Expectations
Teachers
Percent of Highly Effective Teachers Who are Retained (EVAAS > 2.0)
Percent of Ineffective Teachers Who are Exited (EVAAS < -2.0)
Parents
Percent of Parents Satisfied with Consistent Education
Safety and Environment
Principals
Percent of Principals Satisfied with Central Office Services
Levels of Offenses
Number of Level III Offenses-Suspension/Optional Removal to Disciplinary Alternative
Education
Number of Level IV Offenses - Required Placement in a Disciplinary Alternative Education Program
Number of Level V Offenses - Expulsion for Serious Offenses
Number of Bullying Incidents
Perception Survey - Safety and Environment
Percent of Parents Satisfied with Safety
Percent of Parents Satisfied with Environment
Percent of Students Satisfied with Safety
Percent of Students Satisfied with Environment
Percent of Teachers Satisfied with Safety
Percent of Teachers Satisfied with Environment
Percent of Principals Satisfied with Safety
Percent of Principals Satisfied with Environment
•
Adjusted to one decimal place to match report.
2013-2014 2014-2015
17.4
70.1
29.9
12.9
67.1
32.9
N/A
N/A
N/A
5.5
15.7
68.7
31.3
16.0
68.6
31.4
4.9
53.9
46.1
6.6
17.5
66.4
33.6
N/A
N/A
N/A
5.4
51.0
49.0
8.3
67.2
32.8
44.0
97.6
2.4
53.5
62.1
37.1
55.9
0.2
0.2
68.1
31.9
65.3
34.7
60.9
50.1
98.6
1.4
51.2
60.6
37.1
98.8
1.2
53.2
-0.1
0.2
58.0
14.5
21.4
20.4
81.6
11.1
81.8
10.8
92
70
93
70
88
91
87.6
24.4
87.9
25.0
86
88
64
71
5,917
5,800
1,109
53
1,160
42
139
168
86
90
74
72
77
70
94
90
90
91
76
72
80
70
95
91
21.5
Board Monitoring System: STAAR 3–8 Performance
EXECUTIVE SUMMARY
Purpose
The Houston Independent School District (HISD) exists to strengthen the social and economic foundation
of Houston by assuring its youth the highest-quality elementary and secondary education available
anywhere. In fulfilling this goal, HISD's Board of Education has designed a program to systematically
monitor the district’s goals and core values. The following results inform the progress of the district as it
relates to rigorous education, specifically the: Percent of Students at Level III – Advanced Academic
Performance; Level II – Satisfactory Academic Performance; and Level 1 – Unsatisfactory Performance in
Reading and Math. (Please note that the passing rates for State of Texas Assessments of
Academic Readiness [STAAR] mathematics tests in grades 3–8 are not available at this time. The
Texas Education Agency [TEA] will provide the actual student performance standards in
September.)
Rigorous Education
Board Monitoring Scorecard
20122013
20132014
20142015
READING
17.4
15.7
17.5
Percent of Students at Level II - Satisfactory
Academic Performance STAAR Standard (3-8)
READING
70.1
68.7
66.4
Percent of Students at Level I - Unsatisfactory
Academic Performance STAAR Standard (3-8)
READING
29.9
31.3
33.6
Percent of Students at Level III - Advanced
Academic Performance STAAR Standard (3-8)
MATH
12.9
16.0
N/A
Percent of Students at Level II - Satisfactory
Academic Performance STAAR Standard (3-8)
MATH
67.1
68.6
N/A
Percent of Students at Level I - Unsatisfactory
Academic Performance STAAR Standard (3-8)
MATH
32.9
31.4
N/A
Student Achievement:
Subject
Percent of Students at Level III - Advanced
Academic Performance STAAR Standard (3-8)
^ Excludes STAAR M, A, Alt., and Alt. 2 results. Includes Spanish testers.
2015 STAAR Grades 3–8 Reading Key Findings:
•
•
•
The number of students tested has increased at every grade and subject since 2012.
While reading performance at the current satisfactory level has decreased over the past three years,
the percentage of students performing at the advanced level is the highest it has been over the same
time period.
At the campus level, one-year improvements ranged from 52% (90 out of 173 campuses) in thirdgrade and fifth-grade reading to 16% (9 out of 57 campuses) in eighth-grade reading.
•
•
•
•
•
•
•
The percentage of students meeting next year’s higher standard of Satisfactory phase-in 2 increased
for the All Students group for STAAR Reading (grades 3–8 combined) when compared to the 2014
results.
When compared to last year’s results, the percentage of students meeting the highest standard of
Advanced increased for all four student groups (African-American, Asian, Hispanic, and White) in
STAAR Reading for grades 3, 4, 5, and 6.
Slight declines at the phase-in 1 standard are seen in almost all grade levels when compared to the
2012 and 2014 results. Slight increases are seen in grade 3 reading.
When comparing the 2012 STAAR gap results to the 2015 gap results, the student performance gaps
appear to be widening between White, African-American, and Hispanic students for almost all grades
over time.
26% of the students who failed STAAR reading in 2014, passed STAAR reading in 2015.
13% of all students taking the new STAAR A reading assessment met the phase-in 1 standard and
83% of all students taking the new STAAR Alternate 2 met the standard.
78% of grade 3-8 ELL students tested STAAR reading in English. This figure represents a 7% increase
since 2012 in ELL students testing in English.
Administrative Response:
Elementary Curriculum and Development
In responses to the grades 3–5 STAAR results, Elementary Curriculum and Development will implement
the following actions to support campuses and increase student achievement:
1. Continue to provide principal and teacher training to support Literacy By 3 with an emphasis on
comprehension of complex text to think deeply and critically aligned to the rigor of the STAAR Reading.
2. Evaluating STAAR results and identify elementary campuses with significant gains to determine
elements that contributed to their success. There are over two dozen elementary campuses with
double-digit increases in STAAR reading this past school year.
3. Provide teacher training to implement the Writer’s Workshop framework across the district.
4. Provide pre-kindergarten (pre-k), grades 4 and 5 classroom libraries, and kindergarten–grade 2
Spanish language materials along with teacher training to expand the success of Literacy By 3.
5. Partner with the Multilingual department to create systems, practices, and supports for students
transitioning from Spanish to English
6. Partner with Elementary School Offices to create networks in order for principals and teachers to share
best practices, look at student work, analyze formative assessment data, plan lessons grounded in the
district curriculum, and collaborate with teachers on demonstration campuses. Teacher Development
Specialists and School Support Officers will leverage school leaders and teacher leaders on
demonstration campuses in the following ways:
•
•
•
•
•
Instructional coaching
Peer observation
Formative assessment collaboration
Data-driven instruction
Collaborative lesson planning
Secondary Curriculum and Development
After reviewing the 2014–2015 grades 3–8 STAAR results, the Office of Secondary Curriculum and
Development confirmed that recent changes in staffing structure, literacy priorities, and digital content are
needed to increase student achievement in HISD at the secondary level. We will continue to prioritize
literacy strategies in all content areas, develop teachers of reading intervention classes, and work with
external literacy partners to further the work of Literacy By 3 at the secondary level. In spring 2015, a
Director of Secondary Literacy was hired to focus on efforts in grades 6–12. Our department has
completed a reorganization to ensure that our staff who develop curriculum are also part of the
implementation of professional learning for teachers throughout the summer and during the school
year. Five Transformation Institutes are being offered during the summer of 2015 to support 2000+
secondary teachers in the development of content knowledge, pedagogy, technology integration, the use
of formative assessments, project-based learning, and Reader’s/Writer’s workshop.
Elementary- and Secondary-School Offices
•
•
•
•
•
•
•
•
•
•
•
The focus will remain on all students reading on grade level. Fourth- and fifth-grade classrooms will
receive additional resources to assist with “Just Right” reading materials.
Fourth- and fifth-grade teachers will receive training in effective practices for independent reading,
small group instruction and close reading.
Campuses will administer running records, checks on fluency and comprehension at the beginning,
middle, and end of year to monitor student reading growth.
Professional development will be offered throughout the summer to support teachers in planning and
delivering effective writing instruction.
Lead4ward will provide targeted professional development in all content areas. It will include on-site
coaching around data analysis at targeted schools.
Elementary- and middle-school teachers will participate in an ongoing Lead4ward training series on
curriculum mapping beginning this summer.
Middle-school staffs are analyzing master schedules and student data to ensure that the most effective
teachers are paired with our struggling students.
Middle school is exploring a secondary literacy program that is aligned to the Literacy By 3 initiative.
Middle school will work directly with the 15 schools with the highest discipline rates. Professional
development will be provided to target the specific needs of middle-school students and their teachers.
Elementary and middle-school administrators are receiving training this summer to support ELL
students. This training will continue throughout the year with an emphasis on progress monitoring.
Students will be expected to increase by at least one English proficiency level each year. Training will
be provided to help administrators use data-driven decisions to identify exemplary instructional
strategies that will meet students’ needs. The goal is to monitor students so they successfully meet exit
criteria prior to the end of their third year in United States schools or before they transition to the middleschool level.
Intensive systematic academic vocabulary instruction will continue this year (i.e., Academic Language
Instruction for All Students [ALIAS], Imagine Learning).
Office of Special Education Services
•
Scale up the implementation of Universal Design for Learning (UDL) in curriculum development by
embedding four positions in the curriculum departments paid by the special education department;
provide districtwide site license to Goalbook (www.goalbookapp.com) and Kurzweil to incorporate UDL
strategies in instructional planning and delivery; and work with the curriculum departments to use
Kurzweil to adapt the district-level assessment modeled after STAAR-Accommodated.
•
•
•
Provide professional development and monitor the use of appropriate and effective instructional
accommodations based on students’ ability/disability and ensure these accommodations are also
provided during all assessments: formal/informal, formative/summative, state/national.
Increase inclusive options for students with disabilities from pre-k—grade 12 so they receive Tier One
instruction by content area experts.
Another way to improve student outcomes is system-wide implementation of a Multi-Tiered System of
Supports (MTSS) incorporating Response to Intervention that is well-articulated, understood, and
uniformly practiced across the district.
Figure 1
HISD STAAR English and Spanish Combined by Subject and Grade Level: 2012-2015 (Spring Administration)
Percent Met Standard: Phase-in 1
HISD and State - All Students
Reading
75
71
78
74
Writing
75
76
68
70
73
73
Science
Social Studies
Grade 3
76
71
71
65
66
77
77
76
72
70
68
68
77
76
Grade 4
63
71
70
73
70
68
69
69
63
78
72
72
73
71
69
66
66
63
75
71
70
68
64
Grade 5
75
71
67
64
68
64
76
77
75
75
70
72
67
64
84
82
78
77
75
Grade 6
Grade 7
80
76
71
70
70
67
64
66
72
63
70
68
66
Grade 8
59
61
53
2012
2013
2014
2015
2012
2013
2014
2015
2012
2013
2014
2015
2012
63
62
57
54
2013
2014
64
55
2015
Excludes STAAR Accommodated,STAAR Modified, STAAR Alternate, and STAAR L Tests
HISD- %Phase-in 1
State- %Phase-in 1
All points reflect the most current data available and may differ slightly from data previously reported. For grades and subjects with multiple administrations, 1st administration results are used. North Forest
schools are excluded in 2012 & 2013.
Source: TEA-Pearson STAAR Student Data Files
HISD Research and Accountability_______________________________________________________________________ Figure-1 Page 1
Figure 2
HISD STAAR English and Spanish Combined by Subject and All Grades: 2012-2015 (Spring Administration)
Percent Met Standard: Phase-in 1, Phase-in 2, Recommended, and Advanced
All Students in Grades 3-8
Reading
71.2
70.2
Writing
68.8
66.4
68.3
66.2
Science
67.6
67.6
66.8
63.1
Social Studies
65.1
62.4
56.7
All Grades
52.7
56.5
51.1
46.8
48.1
52
50.3
47
53.5
52.8
54.8
47.9
42.8
34.5
35
36.4
34.3
36.8
33.4
30.5
29.8
30.2
30.5
27.7
29.6
31.1
29.3
21.4
15.2
17.4
15.7
17.5
10.4
2012
2013
2014
2015
7.4
6.4
6.1
2012
2013
2014
12.1
9.8
2012
2013
2014
19
8.8
8.6
2012
2013
11.5
7.6
2015
18.6
2015
19.1
10.1
2014
8.3
2015
Excludes STAAR Accommodated,STAAR Modified, STAAR Alternate, and STAAR L Tests
%Phase-in 1
%Phase-in 2
%Final Rec.
%Advanced
All points reflect the most current data available and may differ slightly from data previously reported. For grades and subjects with multiple administrations, 1st administration results are used. North Forest
schools are excluded in 2012 & 2013.
Note: The percent met standard at the phase-in 1 and advanced standards in reading and math are included in the Board Monitoring System (BMS).
Source: TEA-Pearson STAAR Student Data Files
HISD Research and Accountability_______________________________________________________________________ Figure-2 Page 2
Figure 3
HISD STAAR English and Spanish Combined by Subject and Grade Level: 2012-2015 (Spring Administration)
Percent Met Standard: Phase-in 1, Phase-in 2, Recommended, and Advanced
All Students
Reading
71
74
68
Writing
60
51
36
38
36
35
19
19
16
19
65
66
49
48
63
54
36
33
31
33
16
18
16
17
71
Grade 4
70
34
70
53
Grade 5
34
14
67
Grade 6
31
13
70
31
13
76
53
34
17
16
19
68
50
53
34
33
32
72
33
13
77
12
67
49
50
34
33
63
49
8
6
7
69
Grade 8
66
46
48
31
29
30
28
11
9
9
10
66
68
64
61
52
64
55
32
30
16
15
67
64
66
15
2012
40
20
2013
52
44
46
27
25
27
30
6
4
6
9
63
52
75
55
58
48
37
63
15
68
59
66
64
49
17
49
58
34
64
69
68
34
52
Grade 7
68
68
26
9
72
Social Studies
70
54
Grade 3
Science
39
18
2014
35
30
30
10
10
18
2015
2012
2013
2014
2015
2012
2013
48
33
31
15
14
2014
2015
57
54
36
37
19
19
21
19
9
9
10
8
2013
2014
2015
53
2012
55
43
Excludes STAAR Accommodated,STAAR Modified, STAAR Alternate, and STAAR L Tests
%Phase-in 1
%Phase-in 2
%Final Rec.
%Advanced
All points reflect the most current data available and may differ slightly from data previously reported. For grades and subjects with multiple administrations, 1st administration results are used. North Forest
schools are excluded in 2012 & 2013.
Source: TEA-Pearson STAAR Student Data Files
HISD Research and Accountability_______________________________________________________________________ Figure-3 Page 3
Figure 4
HISD STAAR English and Spanish Combined by Subject and Ethnicity: 2012-2015 (Spring Administration)
Percent Met Standard: Phase-in 1, Phase-in 2, Recommended, and Advanced
Grades 3-5
African American
Asian
90
88
80
62
67
65
56
Reading, Grade 3
25
25
11
11
7
87
83
83
71
69
89
49
82
71
74
69
70
53
51
45
35
36
11
68
63
56
41
26
25
9
11
54
45
87
80
69
50
43
89
16
18
34
34
15
17
9
72
79
66
71
73
71
63
52
45
33
25
13
11
46
87
82
67
67
61
Reading, Grade 5
31
11
47
45
28
26
12
9
66
69
50
52
47
29
28
30
14
12
13
83
72
88
83
69
70
68
66
50
50
50
50
29
29
30
10
12
12
67
88
68
65
86
78
72
52
49
49
90
91
84
90
84
86
71
72
73
52
49
86
87
67
45
91
57
56
54
43
40
26
12
88
82
74
63
69
49
88
81
61
46
61
87
64
85
42
90
87
68
88
88
92
85
36
21
69
90
83
24
90
56
66
51
45
38
85
Reading, Grade 4
91
60
38
24
91
White
59
48
41
67
Hispanic
90
80
72
66
30
15
90
89
85
78
68
68
66
68
47
48
30
30
62
60
86
79
73
66
62
63
26
27
89
90
90
79
78
63
63
63
32
32
30
2012
2013
2014
60
54
Writing, Grade 4
42
25
28
39
39
38
32
35
29
31
23
47
23
24
27
17
5
4
3
7
3
91
93
84
71
60
Science, Grade 5
56
54
35
35
71
51
21
19
19
6
4
3
3
2014
2015
2012
2013
75
4
88
71
68
65
66
44
46
28
26
27
25
8
7
7
7
2014
2015
40
36
4
92
46
45
39
95
88
5
63
90
84
67
51
37
16
2012
2013
2014
2015
2012
2013
2015
Excludes STAAR Accommodated,STAAR Modified, STAAR Alternate, and STAAR L Tests
%Phase-in 1
%Phase-in 2
%Final Rec.
%Advanced
All points reflect the most current data available and may differ slightly from data previously reported. For grades and subjects with multiple administrations, 1st administration results are used. North Forest
schools are excluded in 2012 & 2013.
Source: TEA-Pearson STAAR Student Data Files
HISD Research and Accountability_______________________________________________________________________ Figure-4 Page 4
Figure 5
HISD STAAR by Subject and Ethnicity: 2012-2015 (Spring Administration)
Percent Met Standard: Phase-in 1, Phase-in 2, Recommended, and Advanced
Grades 6-8
African American
Asian
84
87
82
73
64
Reading, Grade 6
62
46
26
9
28
11
62
42
24
7
66
58
Hispanic
84
78
67
53
47
46
White
89
84
90
73
64
67
60
53
47
50
25
28
29
26
9
12
8
10
10
82
83
90
85
71
72
72
61
44
44
25
71
90
88
51
50
43
42
89
83
67
71
64
50
49
Reading, Grade 7
64
60
42
26
10
28
8
24
10
42
90
81
69
46
83
85
78
68
49
91
91
84
91
82
85
66
68
70
70
47
48
39
39
93
94
87
92
84
88
75
73
72
80
64
67
47
45
27
23
10
9
68
65
61
52
45
27
28
25
9
11
10
92
87
73
74
73
69
63
54
Reading, Grade 8
32
10
64
Writing, Grade 7
34
3
56
52
49
14
63
13
62
41
89
80
67
69
59
21
22
2
3
4
61
57
54
39
40
43
20
21
23
21
4
5
8
7
64
46
30
28
12
5
14
5
14
5
2012
2013
2014
65
68
94
87
76
47
46
94
88
79
31
16
14
14
85
71
63
61
64
60
59
48
39
42
21
20
22
25
3
2
3
5
53
86
83
75
66
57
30
19
16
18
88
88
74
86
77
59
50
62
60
63
30
30
82
83
82
66
69
91
78
59
65
66
61
46
45
27
28
29
28
7
8
13
11
39
84
78
58
34
92
87
79
87
79
63
66
67
41
44
47
2013
52
94
2014
81
75
11
3
2012
48
87
53
50
33
33
14
6
15
18
15
6
7
5
2012
2013
2014
2015
49
34
2015
34
88
46
92
53
41
36
32
58
47
91
52
81
44
28
52
72
55
85
87
79
45
35
73
66
11
85
76
56
52
12
20
Science, Grade 8
46
70
74
32
76
Social Studies, Grade 8
53
83
33
95
58
80
73
85
86
79
71
26
40
23
50
86
2015
52
49
39
45
28
26
2012
2013
50
50
32
29
2014
2015
Excludes STAAR Accommodated,STAAR Modified, STAAR Alternate, and STAAR L Tests
%Phase-in 1
%Phase-in 2
%Final Rec.
%Advanced
All points reflect the most current data available and may differ slightly from data previously reported. For grades and subjects with multiple administrations, 1st administration results are used. North Forest
schools are excluded in 2012 & 2013.
Source: TEA-Pearson STAAR Student Data Files
HISD Research and Accountability_______________________________________________________________________ Figure-5 Page 5
Figure 6
HISD STAAR English and Spanish Combined by Subject and Grade Level: 2012-2015 (Spring Administration)
Percent Met Standard: Phase-in 1, Phase-in 2, Recommended, and Advanced
English Language Learners (ELLs)
Reading
Writing
71
68
51
49
34
34
32
31
16
17
15
15
70
Grade 3
65
55
Grade 4
38
28
10
56
Grade 5
56
59
40
64
54
43
23
22
9
9
8
47
46
33
Social Studies
67
22
53
Science
27
5
59
62
39
41
23
24
3
3
56
41
18
3
57
29
17
15
14
4
5
4
54
52
33
30
32
14
11
2
45
33
12
4
19
17
5
3
3
Grade 6
37
33
39
30
19
19
18
7
2
9
2
8
1
5
1
37
35
Grade 7
16
7
1
Grade 8
6
1
32
31
14
5
1
24
15
3
0
4
0
28
11
3
0
32
24
12
3
0
14
3
0
44
33
42
33
23
5
1
2012
10
2
13
5
1
2013
2014
34
29
27
22
16
2013
2014
11
7
1
4
1
2015
1
15
7
1
2012
2013
2014
2015
2012
27
18
22
5
1
3
1
2015
2012
28
20
21
13
4
2
8
2
1
11
3
0
2013
2014
2015
Excludes STAAR Accommodated,STAAR Modified, STAAR Alternate, and STAAR L Tests
%Phase-in 1
%Phase-in 2
%Final Rec.
%Advanced
All points reflect the most current data available and may differ slightly from data previously reported. For grades and subjects with multiple administrations, 1st administration results are used. North Forest
schools are excluded in 2012 & 2013.
Source: TEA-Pearson STAAR Student Data Files
HISD Research and Accountability_______________________________________________________________________ Figure-6 Page 6
Figure 7
HISD STAAR English and Spanish Combined by Subject and Grade Level: 2012-2015 (Spring Administration)
Percent Met Standard: Phase-in 1, Phase-in 2, Recommended, and Advanced
Non-English Language Learners (Non-ELLs)
Reading
72
76
69
56
53
38
40
39
21
21
Grade 3
75
71
57
Grade 4
42
40
20
23
17
71
Writing
20
39
23
69
62
74
41
38
Grade 5
42
18
75
Grade 6
37
16
78
79
77
63
63
43
43
23
21
72
76
57
59
40
40
20
15
79
76
59
57
73
56
55
41
39
11
16
82
42
74
17
2012
2013
22
2014
35
37
35
13
12
12
13
70
72
69
52
53
66
57
60
39
19
74
16
23
36
71
63
18
45
53
55
73
36
63
73
26
19
65
72
44
39
83
9
68
38
45
9
74
72
74
65
83
55
78
50
37
68
31
Grade 7
Grade 8
73
22
11
79
Social Studies
71
63
53
36
Science
54
32
29
32
7
5
7
72
60
36
11
77
68
42
33
33
11
12
22
2015
2012
2013
2014
2015
2012
2013
58
40
41
20
21
24
22
10
10
11
10
2013
2014
2015
60
48
36
34
17
16
2014
61
57
2015
2012
Excludes STAAR Accommodated,STAAR Modified, STAAR Alternate, and STAAR L Tests
%Phase-in 1
%Phase-in 2
%Final Rec.
%Advanced
All points reflect the most current data available and may differ slightly from data previously reported. For grades and subjects with multiple administrations, 1st administration results are used. North Forest
schools are excluded in 2012 & 2013.
Source: TEA-Pearson STAAR Student Data Files
HISD Research and Accountability_______________________________________________________________________ Figure-7 Page 7
Figure 8
HISD STAAR English and Spanish Combined by Subject and Grade Level: 2012-2015 (Spring Administration)
Percent Met Standard: Phase-in 1, Phase-in 2, Recommended, and Advanced
Students with Disabilities (SWD)
Reading
Writing
Science
Social Studies
49
42
42
35
28
28
17
17
7
6
7
38
39
40
Grade 3
14
27
10
5
34
29
Grade 4
23
22
12
12
13
5
5
5
25
20
10
4
31
21
17
17
9
9
2
2
13
7
1
5
2
47
36
39
39
Grade 5
24
22
10
10
4
3
35
34
32
17
17
8
7
24
23
18
2
9
8
2
2
15
11
5
1
4
34
31
27
Grade 6
17
9
10
3
4
19
22
15
8
2
5
2
36
32
Grade 7
28
28
25
21
17
17
9
8
3
5
2
3
42
41
17
16
12
4
1
3
1
9
4
1
10
10
4
0
3
1
37
32
Grade 8
21
10
9
3
3
2012
2013
24
19
19
11
13
5
6
2
2014
2015
13
9
2013
2014
2015
2012
26
17
12
16
6
2
8
3
2013
2014
3
2012
26
4
1
2015
7
3
2012
18
19
9
5
2
10
6
2
9
2013
2014
2015
15
3
1
Excludes STAAR Accommodated,STAAR Modified, STAAR Alternate, and STAAR L Tests
%Phase-in 1
%Phase-in 2
%Final Rec.
%Advanced
All points reflect the most current data available and may differ slightly from data previously reported. For grades and subjects with multiple administrations, 1st administration results are used. North Forest
schools are excluded in 2012 & 2013.
Source: TEA-Pearson STAAR Student Data Files
HISD Research and Accountability_______________________________________________________________________ Figure-8 Page 8
Figure 9
HISD STAAR English and Spanish Combined by Subject and Grade Level: 2012-2015 (Spring Administration)
Percent Met Standard: Phase-in 1, Phase-in 2, Recommended, and Advanced
Students without Disabilities (Non-SWD)
Reading
72
75
69
55
52
37
38
37
19
20
Grade 3
72
66
50
Grade 4
37
17
16
67
Writing
31
18
16
37
20
65
56
71
35
35
72
55
Grade 5
35
14
69
Grade 6
32
14
72
18
16
51
35
34
73
32
34
14
14
77
70
51
17
79
50
51
35
34
66
52
28
8
7
7
71
71
13
69
36
Grade 8
38
15
2012
41
21
2013
68
48
49
32
30
31
30
11
10
10
10
68
70
66
64
66
67
56
34
16
67
58
68
66
68
45
48
27
26
28
6
5
6
50
33
16
55
20
31
67
54
32
15
9
77
71
61
68
53
35
66
70
60
35
54
Grade 7
69
69
18
9
73
Social Studies
71
62
49
33
Science
57
41
19
2014
61
37
50
31
32
34
32
11
16
10
15
19
2015
2012
2013
2014
2015
54
50
2012
2013
2014
54
59
55
57
45
2015
38
38
19
20
22
20
9
9
10
9
2013
2014
2015
2012
Excludes STAAR Accommodated,STAAR Modified, STAAR Alternate, and STAAR L Tests
%Phase-in 1
%Phase-in 2
%Final Rec.
%Advanced
All points reflect the most current data available and may differ slightly from data previously reported. For grades and subjects with multiple administrations, 1st administration results are used. North Forest
schools are excluded in 2012 & 2013.
Source: TEA-Pearson STAAR Student Data Files
HISD Research and Accountability_______________________________________________________________________ Figure-9 Page 9
Figure 10
HISD STAAR English and Spanish Combined by Subject and Grade Level: 2012-2015 (Spring Administration)
Percent Met Standard: Phase-in 1, Phase-in 2, Recommended, and Advanced
Economically Disadvantaged Students (Econ. Disadv.)
Reading
68
71
64
49
Grade 3
31
32
14
15
67
60
Grade 4
43
30
11
68
Grade 5
Writing
55
46
30
29
12
14
61
58
49
66
24
27
12
10
11
66
63
48
46
9
11
10
13
64
24
27
26
24
8
11
7
9
66
68
63
60
72
28
27
6
4
44
3
4
65
62
60
62
38
40
20
19
20
23
3
2
3
4
50
43
26
25
23
8
10
9
74
72
62
41
42
25
24
24
7
6
6
62
64
50
30
9
2012
14
2013
32
13
2014
46
21
5
46
53
43
33
59
59
64
54
Grade 8
62
47
43
9
28
59
59
44
25
44
53
27
47
44
64
27
Grade 7
65
20
27
Grade 6
64
42
26
59
Social Studies
66
27
63
Science
28
24
25
6
7
13
2015
2012
2013
2014
2015
2012
2013
59
56
47
43
27
25
11
9
2014
2015
47
52
31
13
5
2012
14
5
2013
48
31
16
49
37
6
13
4
2014
2015
Excludes STAAR Accommodated,STAAR Modified, STAAR Alternate, and STAAR L Tests
%Phase-in 1
%Phase-in 2
%Final Rec.
%Advanced
All points reflect the most current data available and may differ slightly from data previously reported. For grades and subjects with multiple administrations, 1st administration results are used. North Forest schools
are excluded in 2012 & 2013.
Source: TEA-Pearson STAAR Student Data Files
HISD Research and Accountability_______________________________________________________________________ Figure-10 Page 10
Figure 11
HISD STAAR English and Spanish Combined by Subject and Grade Level: 2012-2015 (Spring Administration)
Percent Met Standard: Phase-in 1, Phase-in 2, Recommended, and Advanced
Non-Economically Disadvantaged Students (Non-Econ. Disadv.)
Reading
87
61
Grade 3
41
89
66
Grade 4
89
78
88
79
64
66
41
86
77
Writing
Science
Social Studies
84
78
59
35
89
78
62
62
42
41
40
81
87
75
58
85
73
59
61
89
77
65
80
70
49
41
38
24
89
64
Grade 5
90
82
90
82
67
68
25
22
20
84
86
70
60
46
44
37
83
78
58
54
61
Grade 6
36
86
84
75
62
40
85
72
56
77
61
35
75
76
84
79
64
53
52
45
76
68
49
31
89
89
79
77
65
64
13
18
21
80
73
80
63
39
51
47
34
2013
2014
2015
74
67
2012
2013
2014
2015
2012
45
2014
72
55
53
25
22
2013
73
65
30
23
2012
78
85
72
70
49
30
33
79
25
36
87
55
42
26
56
53
Grade 8
25
80
73
17
88
53
64
40
31
73
59
87
62
Grade 7
79
75
43
29
86
86
2015
39
36
22
20
2012
2013
73
70
59
60
41
24
2014
35
19
2015
Excludes STAAR Accommodated,STAAR Modified, STAAR Alternate, and STAAR L Tests
%Phase-in 1
%Phase-in 2
%Final Rec.
%Advanced
All points reflect the most current data available and may differ slightly from data previously reported. For grades and subjects with multiple administrations, 1st administration results are used. North Forest schools
are excluded in 2012 & 2013.
Source: TEA-Pearson STAAR Student Data Files
HISD Research and Accountability_______________________________________________________________________ Figure-11 Page 11
Figure 12
HISD STAAR English Only by Subject and Grade Level: 2012-2015 (Spring Administration)
Percent Met Standard: Phase-in 1, Phase-in 2, Recommended, and Advanced
All Students
Reading
71
74
67
53
51
36
37
36
19
19
Grade 3
71
Grade 4
Writing
69
60
36
20
64
66
49
47
33
30
16
18
16
69
62
54
34
33
34
14
67
Grade 6
31
13
70
70
68
53
53
34
34
17
16
64
31
13
76
33
13
77
8
6
7
69
Grade 8
67
46
48
31
29
30
28
11
9
9
10
66
68
64
61
52
64
55
32
30
16
15
67
64
66
15
2012
40
20
2013
52
44
46
27
25
27
6
4
6
63
52
30
9
75
55
58
48
37
64
15
68
59
66
64
32
49
32
48
20
33
67
34
62
34
53
72
48
58
34
12
48
69
50
17
68
25
49
52
Grade 7
68
67
17
9
Grade 5
Social Studies
14
36
72
Science
39
18
2014
35
30
30
10
10
18
2015
2012
2013
2014
2015
2012
2013
48
33
31
15
14
2014
2015
53
57
54
55
43
36
37
19
19
21
19
9
9
10
8
2013
2014
2015
2012
Excludes STAAR Accommodated,STAAR Modified, STAAR Alternate, and STAAR L Tests
%Phase-in 1
%Phase-in 2
%Final Rec.
%Advanced
All points reflect the most current data available and may differ slightly from data previously reported. For grades and subjects with multiple administrations, 1st administration results are used. North Forest schools
are excluded in 2012 & 2013.
Source: TEA-Pearson STAAR Student Data Files
HISD Research and Accountability_______________________________________________________________________ Figure-12 Page 12
Figure 13
HISD STAAR Spanish Only by Subject and Grade Level: 2012-2015 (Spring Administration)
Percent Met Standard: Phase-in 1, Phase-in 2, Recommended, and Advanced
All Students
Reading
72
73
56
Grade 3
37
18
40
21
Writing
71
71
60
53
37
21
35
19
74
70
65
68
66
48
35
16
15
32
30
16
40
39
38
74
54
52
33
70
59
56
Grade 4
Science
13
8
7
8
70
58
36
10
59
55
Grade 5
45
38
42
44
32
23
23
7
3
2012
2013
24
5
2014
30
23
6
2015
5
0
2012
2013
2014
2015
2012
22
20
20
7
9
1
0
2
0
9
5
1
2013
2014
2015
Excludes STAAR Accommodated,STAAR Modified, STAAR Alternate, and STAAR L Tests
%Phase-in 1
%Phase-in 2
%Final Rec.
%Advanced
All points reflect the most current data available and may differ slightly from data previously reported. For grades and subjects with multiple administrations, 1st administration results are used. North Forest schools
are excluded in 2012 & 2013.
Source: TEA-Pearson STAAR Student Data Files
HISD Research and Accountability_______________________________________________________________________ Figure-13 Page 13
Board Monitoring System: STAAR EOC Performance
EXECUTIVE SUMMARY
Purpose
The Houston Independent School District (HISD) exists to strengthen the social and economic foundation
of Houston by assuring its youth the highest-quality elementary and secondary education available
anywhere. In fulfilling this goal, HISD's Board of Education has designed a program to systematically
monitor the district’s goals and core values. The following results inform the progress of the district as it
relates to rigorous education, specifically the: Percent of Students at Level III – Advanced Academic
Performance; Level II – Satisfactory Academic Performance; and Level I – Unsatisfactory Performance on
the State of Texas Assessments of Academic Readiness (STAAR) End-of-Course (EOC) assessments for
Algebra I, English I, and English II.
Rigorous Education
Board Monitoring Scorecard
20122013
20132014
20142015
ELA I & II
N/A
4.9
5.4
Percent of Students at Level II - Satisfactory
Academic Performance STAAR EOC (9-12)
ELA I & II
N/A
53.9
51.0
Percent of Students at Level I - Unsatisfactory
Academic Performance STAAR EOC (9-12)
ELA I & II
N/A
46.1
49.0
Percent of Students at Level III - Advanced
Academic Performance STAAR EOC (9-12)
Algebra I
5.5
6.6
8.3
Percent of Students at Level II - Satisfactory
Academic Performance STAAR EOC (9-12)
Algebra I
67.2
68.1
65.3
Percent of Students at Level I - Unsatisfactory
Academic Performance STAAR EOC (9-12)
Algebra I
32.8
31.9
34.7
Percent of Students at Level III - Advanced
Academic Performance STAAR EOC (7,8)
Algebra I
44.0
50.1
60.9
Percent of Students at Level II - Satisfactory
Academic Performance STAAR EOC (7,8)
Algebra I
97.6
98.6
98.8
Percent of Students at Level I - Unsatisfactory
Academic Performance STAAR EOC (7,8)
Algebra I
2.4
1.4
1.2
Student Achievement:
Subject
Percent of Students at Level III - Advanced
Academic Performance STAAR EOC (9-12)
^ Excludes STAAR M, -L, -A, Alt., and Alt. 2 results.
2015 STAAR Algebra I, English I and II EOC Key Findings:
•
•
•
•
•
•
•
•
•
The number of first-time students tested has increased in each subject over time.
When compared to last year’s results, the percentage of students meeting the highest standard of
Advanced increased for the All Students group for Algebra I for both high-school and middle-school
students and for English I/English II performance.
The percentage of middle-school students (grades 7 and 8) meeting the highest standard of Advanced
increased 10 percentage points from 2014 to 2015 while satisfactory rates increased to 98.8%.
The 2015 STAAR EOC results for students at the Satisfactory Standard show slight declines when
compared to 2014 results for high-school students in English Language Arts and Algebra I.
The percentage of students meeting next year’s higher standard of Satisfactory phase-in 2 increased
for the All Students group.
When comparing the “First Spring Administered” STAAR EOC gap results to the 2015 gap results
between White, African-American, and Hispanic students (first-time testers only), the gaps appear to
be slightly decreasing and/or stable over time for Algebra I and English I. English II appears to have
the greatest gaps between those same student groups.
In 2012, 3, 500 EOC tests were administered to ELL students. In 2015, that number increased to 8,300
EOC tests. This represents a 130% increase in the number of EOC tests administered to ELL students
in four years.
3% of all students taking the new STAAR A English I and English II assessments met the phase-in 1
standard; and the Algebra I STAAR A passing rates for all students was 14%.
The percentage of students who met the phase-in 1 standard on the new STAAR Alternate 2 EOC
assessments ranged from 84% on Algebra I to 90% on English II.
Administrative Response:
Secondary Curriculum and Development
After reviewing the 2014–2015 STAAR EOC results, the Office of Secondary Curriculum and Development
confirmed that recent changes in staffing structure, literacy priorities, and digital content are needed to
increase student achievement in HISD at the secondary level. We will continue to prioritize literacy
strategies in all content areas, develop teachers of reading intervention classes, and work with external
literacy partners to further the work of Literacy By 3 at the secondary level. In spring 2015, a Director of
Secondary Literacy was hired to focus on efforts in grades 6–12. Our department has completed a
reorganization to ensure that our staff who develop curriculum are also part of the implementation of
professional learning for teachers throughout the summer and during the school year. Five Transformation
Institutes are being offered during the summer of 2015 to support 2000+ secondary teachers in the
development of content knowledge, pedagogy, technology integration, the use of formative assessments,
project-based learning, and Reader’s/Writer’s workshop.
Secondary Schools Office
• Implementation of the “mission-minded” practices:
o Data-Driven Instruction
o Scholar Adult Culture
o Planning and Instruction
o Observation and Feedback
• Continue providing differentiated, strategic supports based on identified strengths and challenges
• Linked Learning, PowerUp
• Secondary Literacy framework that is supported by Secondary Reading Initiative’s (SRI’s) universal
screener
•
•
•
•
•
•
•
•
•
Increase Advanced Placement/International Baccalaureate (AP/IB) participation and passing rates with
underrepresented populations
Instructional Leadership Team (Professional Learning Communities)
Re-tester support plan
Technology Integration
Minimum of two administrative instructional rounds per semester
Lead4ward will provide targeted professional development in all content areas. It will include on-site
coaching around data analysis at targeted schools.
High-school teachers will participate in an ongoing Lead4ward training series on curriculum mapping
beginning this summer.
High-school staffs are analyzing master schedules and student data to ensure that the most effective
teachers are paired with our struggling students.
Administrators and teachers will participate in targeted professional development that is designed to
build capacity using the HUB and increase effectiveness of the digital conversion.
Office of Special Education Services
• Scale up the implementation of Universal Design for Learning (UDL) in curriculum development by
embedding four positions in the curriculum departments paid by the special education department;
provide districtwide site license to Goalbook (www.goalbookapp.com) and Kurzweil to incorporate UDL
strategies in instructional planning and delivery; and work with the curriculum departments to use
Kurzweil to adapt the district-level assessment modeled after STAAR-Accommodated.
• Provide professional development and monitor the use of appropriate and effective instructional
accommodations based on students’ ability/disability and ensure these accommodations are also
provided during all assessments: formal/informal, formative/summative, state/national.
• Increase inclusive options for students with disabilities from pre-kindergarten–grade 12 so they receive
tier one instruction by content area experts.
• Another way to improve student outcomes is system-wide implementation of a Multi-Tiered System of
Supports (MTSS) incorporating Response to Intervention that is well-articulated, understood, and
uniformly practiced across the district.
Figure 1
HISD STAAR EOC by Subject: 2012-2015 (Spring Administration)
Percent Met Phase-in 1 Standard
HISD and State - All Students Tested
Biology
Algebra I
79
2012
78
81
81
75
75
72
2013
2014
2015
All Grades
All Grades
83
91
92
82
85
84
2013
2014
2015
66
66
56
53
2014
2015
87
85
84
2012
English I
English II
All Grades
68
59
2012^
65
59
2013^
62
63
52
49
2014
2015
^2012 and 2013 English I reading only
All Grades
78
71
2012
2013^
^2013 English II reading only
U.S. History
All Grades
92
North Forest schools are excluded in 2012 & 2013
Excludes STAAR L, M, A, Alternate and Alternate 2 Tests
Source: TEA-Pearson summary reports; various years
91
90
86
2012
2013
2014
HISD Research and Accountability___________________________________________________________________________ 1
2015
Figure 2
HISD STAAR EOC by Subject: 2012-2015 (Spring Administration)
Percent Met Standard: Phase-in 1, Phase-in 2, Recommended, and Advanced
All Students Tested
Biology
Algebra I
84
75
53
75
55
34
33
35
14
15
16
2012
2013
2014
85
82
84
72
62
All Grades
All Grades
79
37
74
36
62
62
40
41
11
10
2014
2015
56
53
45
47
36
34
4
4
2014
2015
20
8
2012
2015
2013
English I
45
14
English II
59
59
52
47
49
46
All Grades
All Grades
71
62
55
37
37
38
31
5
33
6
9
2012^
2013^
2014
2015
17
6
^2012 and 2013 English I reading only
2012
2013^
^2013 English II reading only
U.S. History
All Grades
90
71
45
North Forest schools are excluded in 2012 & 2013
Excludes STAAR L, M, A, Alternate and Alternate 2 Tests
Source: TEA-Pearson summary reports; various years
15
2012
2013
2014
HISD Research and Accountability___________________________________________________________________________ 2
86
76
52
22
2015
Table 1. HISD STAAR EOCs
by Subject: 2012 to 2015 (Spring Administration)
FIRST-TIME TESTED STUDENTS ONLY
Number Tested and Percent Met Phase-In 1 Standard
English Language Learners (ELLs)^
STAAR EOCs - Subject and Test
Version
2012
2012 - 2015
Change Over
Time
2015
#
Tested
%
Met
#
Tested
%
Met
#
Tested
%
Met
Algebra I - STAAR
874
61%
1,087
56%
213
-5%
Algebra I - STAAR L
405
32%
907
36%
502
4%
1,279
52%
1,994
47%
715
-5%
Biology - STAAR
765
57%
1,087
66%
322
9%
Biology - STAAR L
319
35%
933
32%
614
-3%
1,084
51%
2,020
50%
936
-1%
Algebra I ELLTotals
Biology ELLTotals
U.S. History - STAAR
--
--
608
59%
608
59%
U.S. History - STAAR L
--
--
275
36%
275
36%
-
0%
883
52%
883
52%
1,215
13%
1,988
11%
773
-2%
--
1,400
11%
1,400
11%
U.S. History ELLTotals
English I - STAAR
(2012 Reading only)
English II - STAAR
--
English I and II ELLTotals
1,215
13%
3,388
11%
2,173
-2%
ELL EOC Test Totals (not unique counts)
3,578
38%
8,285
34%
4,707
-5%
^Excludes STAAR M, A, Alt.,and Alt. 2 results
Source: TEA-Pearson STAAR Summary Reports, various years
In 2012, approximately 3,500 EOC tests were adminstered to ELL students. Four years later, in 2015,
almost 8,300 tests were administered. This represents a 130% increase in the number of EOC tests
administered to ELL students.
HISD Research and Accountability___________________________________________________________________________ 3
Table 2. HISD STAAR EOCs
by Subject: 2015 (Spring Administration)
FIRST-TIME TESTED STUDENTS ONLY
Number Tested and Percent Met Phase-In 1 Standard
Students with Disabilities^
2015 STAAR EOC by
Subject
Algebra I
Biology
English I
English II
U.S. History
STAAR (A)
Accommodated Only
STAAR
STAAR (Alt. 2)
Alternate 2 Only
STAAR, A, and Alt. 2
Combined Totals
#
Tested
#
Met
%
Met
#
Tested
#
Met
%
Met
#
Tested
#
Met
%
Met
#
Tested
#
Met
%
Met
736
737
773
639
547
273
394
124
86
285
37%
53%
16%
13%
52%
251
231
220
160
180
35
51
6
4
47
14%
22%
3%
3%
26%
201
200
199
157
174
169
177
179
136
155
84%
89%
90%
87%
89%
1,188
1,168
1,192
956
901
477
622
309
226
487
40%
53%
26%
24%
54%
^Excludes STAAR L
Source: TEA-Pearson STAAR Summary Report, May 2015
HISD Research and Accountability___________________________________________________________________________ 4
Board Monitoring System: Graduation and Dropout
EXECUTIVE SUMMARY
Purpose
The Houston Independent School District (HISD) exists to strengthen the social and economic foundation
of Houston by assuring its youth the highest-quality elementary and secondary education available
anywhere. In fulfilling this goal, HISD's Board of Education has designed a program to systematically
monitor the district’s goals and core values. The following results inform the progress of the district as it
relates to rigorous education, specifically College and Career Readiness: Four-Year Cohort Graduation
Rate and the Percent of Students (in a High School Cohort) Who Dropped Out. The data presented are
aligned to the state accountability calculations.
Class of
2012
Class of
2013
Class of
2014
Four-Year Cohort Graduation Rate*
81.7
81.6
81.8
Percent of Students (in a High School Cohort)
Who Dropped Out*
11.3
11.1
10.8
Rigorous
Education
College and Career Readiness
*State Accountability Calculation with Exclusions
Key Findings:
•
•
•
The four-year cohort graduation rate with exclusions slightly increased from 81.6 to 81.8, an increase
of 0.2 percentage points.
The four-year longitudinal dropout rate decreased from 11.1 to 10.8, a decrease of 0.3 percentage
points.
The number of students graduating in the Class of 2014 was 9,071 which exceeded the number of
graduating students in the Class of 2013 by 18 students.
Administrative Response:
Drop Out Prevention Office
The following priorities have been established by the Drop-Out Prevention Office to effectively increase
the graduation rate and decrease the dropout rate:
•
Identify and develop action plans for students who are most at-risk of dropping out of school with the
assistance of the Early Warning Indicator System (located on the Principal and A4E Dashboards),
district data, campus-based Graduation Support Meetings, and Attendance Meetings.
•
Consult, develop, and support new strategies with the Counseling and Guidance, Multilingual, Special
Education, College Readiness, and Career and Technology Education offices, to increase the
graduation rate and college readiness of those identified students most at-risk of dropping out of school.
•
Support and collaborate with the district's My Brother's Keeper and the Multi-Tiered Systems of Support
initiatives (MTSS) to reduce the dropout rate and increase the graduation rate among identified
students.
•
Support dropout recovery programs such as Middle College High School, Advanced Virtual Academy,
REACH, Grad Labs, and Liberty with continued support of Grad Support Walk, phone banking, and the
Career Expo for Overage Students.
•
Provide optimal procedural attendance training through district-wide or individual consultation for
campuses most at-need due to the attendance rate and/or dropout rates. These schools may not
necessarily be identified as Improvement Required schools.
•
Increase knowledge of new truancy law and help build capacity regarding truancy interventions to be
conducted by the district team of Student Case Workers.
•
Support and provide case management, social service referral, and action plans for students to return
to school on behalf of the district team of Student Case Workers in conjunction with the campus.
In addition to the priorities, the Drop-Out Prevention Office will continue to implement the following:
•
Encourage all schools, through awareness and promotion, of best year-long attendance practices,
which ultimately provides a solid foundation for future high school graduation.
•
Encourage social responsibility of local law enforcement, service agencies, and surrounding
communities by promoting Youth Watch, an initiative created to increase public awareness of the need
to reduce the dropout rate and increase the graduation rate.
•
Partner with accredited community alternative education partners to help graduate students with a high
school diploma to prevent an overage student from dropping out of school. Conversely, these
community education partners refer to HISD Drop-Out Recovery Programs as well.
Career Readiness Office
With the understanding that students in career and technical education pathways historically graduate at
a higher rate and dropout at a lower rate than their peers not engaged in career education, Houston ISD
embarked on the Linked Learning initiative to mobilize all students to engage in career
education. Through this initiative, students are better able to connect their in-class learning in core
academics with the world beyond the school walls.
In order to recruit students into such programming, the district has dedicated career counselors at
comprehensive high schools as part of the federal Race to the Top Grant and through the development of
a district level guidance and counseling team. This team oversees both college and career guidance as
well as the district’s “Plan Your Path” initiative that guides students and families through the new state
graduation plan and endorsements.
Students also perform better by engaging in dual credit programming which is why the district continues to
expand opportunities for students to complete dual credit coursework. The Futures Academies have
increased enrollment over the last two years and have seen increased graduation rates. Development of
dual credit, Level One certificates at schools have increased and expansion to additional college
partnerships have opened the door wider to additional dual credit opportunities.
Increased participation in CTE and dual credit was noticeable in the 2014–2015 school year through these
efforts and the expected impact is that it will increase student achievement.
School Offices
The school offices were recently reorganized with a focus on clustering schools according to greatest need.
There are now three different secondary offices with some of our most challenging schools under the
transformational office. These schools will be part of a smaller cluster with one School Support officer for
every five schools. The five schools will consist of four transformational campuses and one demonstration
campus. This should help school offices keep closer supervision on those schools in greatest need.
According to this report, the majority of the schools with greatest need are now placed under transformation
which should allow for closer supervision of dropouts.
Figure 1. HISD Graduation and Dropout Rates By Student Group: With Exclusions
Classes of 2012, 2013 and 2014
Group
All Students
African American
American Indian
Asian
Hispanic
Pacific Islander
White
Multiracial (Two
or More Races)
Economically
Disadvantaged
Ever ELL in HS
(identified ELL
any time in gr. 912)
ELL (identified
ELL in grade 12)
Students w
Disabilities
Class
Class N
2012
11,030
81.7
11.3
2013
11,062
81.6
11.1
2014
11,088
81.8
10.8
2012
3,299
79.9
14.1
2013
3,218
79.2
14.3
2014
3,048
78.4
15.2
2012
37
73.0
2013
41
78.0
2014
30
86.7
6.7
2012
413
92.3
4.8
2013
411
88.3
6.8
2014
428
2012
6,165
80.4
11.3
2013
6,344
80.6
10.9
2014
6,418
81.6
2012
27
96.3
3.7
2013
27
92.6
3.7
Graduation Rate
93.2
85.7
Dropout Rate
16.2
12.2
4.0
10.1
2014
21
2012
1,014
90.2
5.1
2013
945
91.7
4.0
2014
1,067
2012
71
94.4
1.4
2013
76
94.7
3.9
87.5
86.8
4.8
5.8
2014
76
2012
7,611
82.8
10.7
2013
7,959
81.3
11.0
2014
7,938
81.1
11.7
2012
1,266
59.5
20.5
2013
1,370
56.6
20.7
2014
1,530
59.7
19.2
2012
608
36.7
34.0
2013
732
37.6
33.6
2014
713
34.5
34.5
2012
1,109
2013
1,059
71.0
16.8
2014
1,069
69.7
16.6
64.6
6.6
21.3