Overview of
2013 State Accountability
August 8, 2013
Texas Education Agency | Office of Assessment and Accountability
Division of Performance Reporting
Shannon Housson, Director
2013 Accountability System
2013 Accountability Ratings
3
The following table outlines the accountability ratings and distinction
designations that will be assigned on August 8, 2013.
Accountability Rating
(Districts and Campuses)
Met Standard
Distinction Designations
(Campuses Only)
Top 25%: Student Progress
and/or
Academic Achievement: Reading/ELA
and/or
Academic Achievement: Mathematics
Met Alternative Standard
(Assigned to charter operators and alternative
education campuses evaluated under alternative
education provisions)
N/A
Improvement Required
N/A
Performance Index Framework
4
For 2013 and beyond, a framework of four Performance Indexes will include
a broad set of measures that provide a comprehensive evaluation of the
entire campus or district.
Student
Student
Achievement
Achievement
Index II
Index
Postsecondary
Postsecondary
Readiness
Readiness
Index44
Index
Accountability
System
Closing
Closing
Performance
Performance
Gaps
Gaps
Index
Index 33
Student
Student Progress
Progress
Index
Index 2
2
Performance Index Framework
5
What is a Performance Index?





Each measure contributes points to an index score.
Districts and campuses are required to meet one accountability target—
the total index score.
With a Performance Index, the resulting rating reflects overall performance
for the campus or district rather than the weakest performance of one
student group/subject area.
Multiple indexes can be used in the framework to ensure accountability for every
student.
Any number of indicators and student groups can be added to the system without
creating additional targets for campuses and districts to meet.
Index 1: Student Achievement
6
Index 1: Student Achievement provides an overview of student performance
based on satisfactory student achievement across all subjects for all
students.

Subjects: Combined over Reading, Mathematics, Writing, Science, and
Social Studies.
 Student Groups: All Students only
 Performance Standards: Phase-in 1 Level II (Satisfactory)
Index 2: Student Progress
7
Index 2: Student Progress focuses on actual student growth independent
of overall achievement levels for each race/ethnicity student group,
students with disabilities, and English language learners.
By Subject Area: Reading, Mathematics, and Writing for available grades.
Credit based on weighted performance:

One point credit given for each percentage of students at the Met
growth expectations level.

Two point credit given for each percentage of students at the
Exceeded growth expectations level.
Detailed information about the STAAR progress measure is online at
http://www.tea.state.tx.us/student.assessment/staar/.
Index 3: Closing Performance Gaps
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Index 3: Closing Performance Gaps emphasizes advanced academic
achievement of economically disadvantaged students and the two lowest
performing race/ethnicity student groups.


Credit based on weighted performance:

Phase-in Level II satisfactory performance (2013 and beyond)
One point for each percent of students at the phase-in Level II
satisfactory performance standard.

Level III advanced performance (2014 and beyond)
Two points for each percent of students at the Level III advanced
performance standard.
The STAAR weighted performance rate calculation must be modified for
2013 because STAAR Level III advanced performance cannot be included in
the indicator until 2014.
Index 3: Closing Performance Gaps
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

By Subject Area: Reading, Mathematics, Writing, Science, and Social Studies.
Student Groups

Socioeconomic: Economically Disadvantaged

Lowest Performing Race/Ethnicity: The two lowest performing race/
ethnicity student groups on the campus or district (based on
prior-year assessment results).
Index 4: Postsecondary Readiness
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Index 4: Postsecondary Readiness emphasizes the importance for students to
receive a high school diploma that provides them with the foundation necessary
for success in college, the workforce, job training programs, or the military; and the
role of elementary and middle schools in preparing students for high school.
Graduation Score: Combined performance across the graduation and dropout
rates for
Grade 9-12 Four-Year Graduation Rate for All Students and all student groups
OR
Grade
9-12 Five-Year Graduation Rate for All Students and all student groups,
whichever contributes the higher number of points to the index.
RHSP/DAP Graduates for All Students and race/ethnicity student groups
STAAR Score: STAAR Percent Met Final Level II on One or More Tests for All
Students and race/ethnicity student groups (2014 and beyond)
Summary of AEA Provisions
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 Eligibility Criteria

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
Same eligibility criteria in prior rating system
AEC of choice must primarily serve secondary students in Grades 6-12
Residential facilities not evaluated in 2013
 Modified Indicator Definitions and Index Construction

Index 4: Postsecondary Readiness
o Graduation Rate
– Credit for GED recipients
– Four-year, five-year, and six-year rates
o Bonus Points for RHSP/AHSP graduates
o Bonus Points for Recovered Dropouts who Graduate or Earn GED
o Bonus Points for Continuing Students who Graduate or Earn GED
o Graduation and GED Rates = 75%, Final STAAR Level II Rates = 25%
 Modified Ratings Targets
2013 Performance Index Targets
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2013 Index Targets for Non-AEA Campuses and Districts
To receive a Met Standard rating, non-AEA campuses and districts must meet the following
accountability targets on all indexes for which they have performance data in 2013.
Performance Index
Index 1: Student Achievement
Index 2: Student Progress
Campuses
Districts
50
50
High Schools:
17
Middle Schools:
29
21
Elementary Schools: 30
Index 3: Closing Performance Gaps
55
55
Index 4: Postsecondary Readiness
75
75
2013 Performance Index Targets
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2013 Index Targets for AEA Campuses and Charters
To receive a Met Alternative Standard rating, alternative education campuses and charter
operators evaluated under AEA provisions must meet the following accountability targets on
all indexes for which they have performance data in 2013.
Performance Index
AEA Campuses
Districts
Index 1: Student Achievement
25
25
Index 2: Student Progress
9
9
Index 3: Closing Performance Gaps
30
30
Index 4: Postsecondary Readiness
45
45
System Safeguards
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Apply Safeguards to Specific Performance Indexes:
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
Reporting system will disaggregate performance by student group and subject
area.
Performance rates are calculated from the assessment results used to
calculate performance rates in the performance index (Index 1).

Target for the disaggregated results are:

STAAR performance target corresponds to Index 1 (50%),

STAAR participation target required by federal accountability (95%),

Federal graduation rate targets and improvement calculations for
4-year rate (78%) and 5-year rate (83%),

Federal limit on use of alternate assessments (1% and 2%).
Top 25% Student Progress Distinction
Top 25% Student Progress Distinction
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Top 25% Student Progress Distinction
Campuses in the top 25% (top quartile) of their campus comparison group
on Index 2: Student Progress score are eligible for a distinction designation for
student progress.
Campuses only [statutory requirement]
Eligibility criteria – Met Standard rating [statutory requirement]
Campuses in the top 25% (top quartile) in student progress [statutory requirement]
Campus comparison groups from Academic Achievement Distinction Designations
Academic Achievement Distinction Designations
Academic Achievement Distinction Designations
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Distinction Designation Indicators
Academic achievement distinction designations recognize outstanding academic
achievement in reading/English language arts and mathematics.
Indicators evaluated include performance at the STAAR Level III (Advanced)
standard for selected grades and subject areas in elementary and middle schools,
and indicators including SAT/ACT and AP/IB participation and performance for
high schools.
For details, refer to Chapter 6 of the 2013 Accountability Manual at
http://ritter.tea.state.tx.us/perfreport/account/2013/manual/ch06.pdf
Academic Achievement Distinction Designations
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Distinction Designation Indicators – Reading/English Language Arts
1.
Attendance Rate
2.
Greater than Expected Progress: Reading/ELA
3.
Grade 3 Reading Performance (Level III - Advanced)
4.
Grade 4 Writing Performance (Level III - Advanced)
5.
Grade 7 Writing Performance (Level III - Advanced)
6.
Grade 8 Reading Performance (Level III - Advanced)
7.
AP/IB and Advanced/Dual Enrollment Course Completion
8.
AP/IB Examination Performance: ELA
9.
SAT/ACT Participation
10. SAT Performance: ELA
11. ACT Performance: ELA
Academic Achievement Distinction Designations
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Distinction Designation Indicators – Mathematics
1.
Attendance Rate
2.
Greater than Expected Progress: Mathematics
3.
Grade 5 Mathematics Performance (Level III - Advanced)
4.
Algebra I by Grade 8 – Participation
5.
Algebra I by Grade 8 – Performance (Level III - Advanced)
6.
AP/IB and Advanced/Dual Enrollment Course Completion
7.
AP/IB Examination Performance: Mathematics
8.
SAT/ACT Participation
9.
SAT Performance: Mathematics
10. ACT Performance: Mathematics
Academic Achievement Distinction Designations
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Distinction Designation Framework Steps

The framework for distinction designations uses four steps to determine a
campus distinction.

Step 1: Determine Campus Comparison Group
A campus comparison group of 40 campuses is selected for each campus.
Campus performance on each distinction indicator, by subject, is reported.
Comparison groups were provided to districts in June, 2013.

Step 2: Identify Top 25% By Indicator Relative to Comparison Group
For each indicator, compare the performance of the target campus to the
performance of the campuses in the comparison group.
For example, Campus A is in the top 25% of campuses in the comparison
group on a particular distinction indicator.
Academic Achievement Distinction Designations
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Distinction Designation Framework Steps (continued)

Step 3: Evaluate Campus Outcomes by Subject
Determine the percent of indicators in the top quartile by subject for each
campus. For example, Campus A achieved the top 25% in three of the six
(50%) mathematics distinction indicators that were evaluated for the
campus.

Step 4: Apply Distinction Designations Target
Identify the campuses that meet or exceed the distinction designations
targets by subject. For example, elementary campuses that outperformed
their peers on 50% or more of the mathematics distinction indicators
evaluated are qualified to receive an academic distinction in mathematics.
Academic Achievement Distinction Designations
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Distinction Designation Targets
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Distinction Designation Targets are designated by type of campus:
Elementary and middle school campuses in the top quartile on at least 50% of
their eligible measures are qualified to receive a distinction designation for
that subject area.
High schools and K-12 Campuses in the top quartile on at least 33% of their
eligible measures are qualified to receive a distinction designation for that
subject area.
Resources
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2013 Accountability Manual
http://ritter.tea.state.tx.us/perfreport/account/2013/index.html
Frequently Asked Questions
http://ritter.tea.state.tx.us/perfreport/account/2013/faq.html
STAAR Progress Measure Documents
http://www.tea.state.tx.us/student.assessment/staar/
Performance Reporting Home Page
http://www.tea.state.tx.us/perfreport