Overview of
2014 Accountability
Texas Assessment Conference| February 17-18, 2014
Texas Education Agency | Office of Assessment and Accountability
Division of Performance Reporting
2013 Reporting Update
2
New for 2012-13, the Texas Performance Reporting System (TPRS) provides …
 Performance and participation results for additional student groups:
 Economically Disadvantaged / Non-Economically Disadvantaged
 Male / Female;
 Special Education / Non-Special Education;
 At Risk / Non-At Risk; and
 Migrant / Non-Migrant.
 Disaggregated performance results for English Language Learners (ELL) and
Career and Technical Education (CTE) student groups.
 Indicators not previously reported on TAPR, such as College-Ready
Graduates performance in either subject (ELA or Math), AP/IB Results by
subject area, and SAT/ACT by subject area.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
3
STAAR Performance Results
(all students, whether or not they were in the accountability subset)
Disaggregated by subject, by grade, and summed across grades
TAPR Student Groups
TAB 1
All Students, African American, Hispanic, White, American Indian, Asian, Pacific Islander, Two or
More Races, Special Education, Economically Disadvantaged, and English Language Learners
(ELL).
Additional Student Groups
TAB 2
Economically Disadvantaged, Non-Economically Disadvantaged, Male, Female, Special Education,
Non-Special Education, At Risk, Non-At Risk, Migrant, and Non-Migrant.
STAAR Performance Results (only students in the accountability subset)
Disaggregated by subject, by grade, and summed across grades
TAPR Student Groups
TAB 3
All Students, African American, Hispanic, White, American Indian, Asian, Pacific Islander, Two or
More Races, Special Education, Economically Disadvantaged, and English Language Learners
(ELL).
Additional Student Groups
TAB 4
Economically Disadvantaged, Non-Economically Disadvantaged, Male, Female, Special Education,
Non-Special Education, At Risk, Non-At Risk, Migrant, and Non-Migrant.
English Language Learners (ELL); Career and Technical Education (CTE) Student
Groups
TAB 5
Results reported by groups of ELL and CTE students: English Language Learners (ELL), Non-ELL,
First year Monitored limited English proficient (LEP) students, Second year Monitored LEP
students; Career and Technical Education (CTE) Coherent Sequence, Non-CTE, and CTE Elective.
Bilingual Education (BE)/English as a Second Language (ESL) Student Groups (District,
Region, and State only)
TAB 6
Results reported by BE/ESL instructional program student groups: BE Program Total, Transitional
BE/Early Exit, Transitional BE/Late Exit, Dual Language Immersion/Two-Way, Dual Language
Immersion/One-Way, ESL Program Total, ESL /Content-Based, ESL /Pull-Out, LEP Students not
served by BE/ESL Instruction, LEP Students served by BE/ESL Instruction, and Total ELL.
Texas Education Agency
| Office
of AssessmentResults
and Accountability
| Division
of Performance
STAAR
Participation
(all students,
whether
or not Reporting
they were in the accountability
2013 Reporting Update
2012-13 Texas Performance Reporting System
4
STAAR Participation Results (all students, whether or not they were in the accountability
subset; includes participation measures not previously reported on TAPR)
Disaggregated by subject
TAPR Student Groups
TAB 7
Results reported by student groups: All Students, African American, Hispanic, White, American
Indian, Asian, Pacific Islander, Two or More Races, Special Education, Economically
Disadvantaged, and English Language Learners.
Additional Student Groups
TAB 8
Results reported by student groups: Economically Disadvantaged, Non-Economically
Disadvantaged, Male, Female, Special Education, Non-Special Education, At Risk, Non-At Risk,
Migrant, and Non-Migrant.
Other Reports
Postsecondary Readiness Indicators (includes performance indicators not previously reported
on TAPR) Disaggregated by TAPR student groups, where available.
TAB 9











Attendance Rates
Annual Dropout Rates
Longitudinal Rates
RHSP/DAP Graduates
Advanced Course Completion
Texas Success Initiative
College-Ready Graduates In either subject (ELA or Math)
AP/IB By subject
SAT/ACT By subject
Graduates Enrolled in TX Institution of Higher Education (IHE)
Graduates in TX IHE Completing One Year Without Remediation
Profile (includes profile indicators not previously reported on TAPR)
TAB 10


Student Information
Staff Information
Report Cards
TAB 11



Texas Academic Performance Report (TAPR)
School Report Cards
National Assessment of Educational Progress
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
2013 Reporting Update
2012-13 Texas Performance Reporting System
2013 Reporting Update
5
http://ritter.tea.state.tx.us/perfreport/tprs/2013/index.html
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Accountability Goals
6
Texas will be among the top 10 states in postsecondary readiness by 2020, by:




Improving student achievement at all levels in the core subjects of the
state curriculum.*
Ensuring the progress of all students toward achieving Advanced
Academic Performance.*
Closing Advanced Academic Performance level gaps among groups.*
Rewarding excellence based on other indicators in addition to state
assessment results.
* These goals are specified in Chapter 39.053(f) of the Texas Education Code.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
2014 Accountability Development Timeline
Advisory
7
Group
ATAC
APAC
ATAC
Meeting Date
Purpose
Two-day meeting addressed a variety of technical issues related to
December 5-6, 2014 accountability. The preliminary Accountability Technical
2013
Advisory Committee (ATAC) recommendations and
all of the meeting materials are posted online under 2014
Accountability Development.
One-day orientation session provided new Accountability Policy
January 22,
Advisory Committee (APAC) members with an overview of the
2014
2013 development process for the performance index framework,
indicators, and distinction designations. All of the meeting
materials are posted online under 2014 Accountability
Development.
Preliminary recommendations on the 2014 ratings criteria and
February 11,
targets were determined for review by the APAC in March 2014.
2014
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
2014 Accountability Development Timeline
8Advisory
Meeting Date
Purpose
Group
AADDC
APAC
AADDC
COE
Early March
2014
The Academic Achievement Distinction Designation Committee
(AADDC) for science and social studies will be convened to develop
preliminary recommendations on the 2014 science and social
studies distinction designation indicators.
Final recommendations will be determined for commissioner
March 6, 2014 approval on the accountability ratings criteria for 2014 and
performance index targets for 2014, 2015, and 2016 accountability
ratings.
Mid March
2014
The AADDC will finalize recommendations on the 2014 science and
social studies distinction designation indicators.
End of March
2014
Commissioner announces accountability ratings and distinction
designations criteria for 2014 and final 2014 targets, preliminary
2015 targets, and preview 2016 targets.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Performance Index Framework
9
For 2013 and beyond,
an accountability
framework of four
Performance Indexes
includes a broad set
of measures that
provide a
comprehensive
evaluation of the
campus or district.
Student
Achievement
Index I
Postsecondary
Readiness
Index 4
Accountability
System
Closing
Performance
Gaps
Index 3
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Student Progress
Index 2
Index 1: Student Achievement
10
Index 1: Student Achievement provides an overview of student performance
based on satisfactory student achievement across all subjects for all students.
 Combined over All Subjects: Reading, Mathematics, Writing, Science, and
Social Studies.
 Student Group: All Students.
 Performance Standards: Phase-in 1 Level II (Satisfactory).
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Index 1: Student Achievement
11
Index 1: Construction
Since Index 1 has only one indicator, the Total Index Points and Index Score are
the same: Index Score = Total Index Points. Total Index Points is the percentage
of assessments that meet the Phase-in 1 Level II Standard.
Each percent of students meeting the Phase-in 1 Level II performance standard
contributes one point to the index. Index scores range from 0 to 100 for all
campuses and districts.
Example: 2013 Index 1
Reading
Students Met
or Exceeded
Phase-in 1
Level II
50
Students
Tested
100
Mathematics
+
+
38
100
Writing
+
+
19
42
Social
Studies
Science
+
+
10
40
+
+
Index 1 Score
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
19
23
Total
=
=
% Met
Phase-in 1
Level II
Index
Points
45%
45
136
305
45
Index 1: Student Achievement
12
Index 1: 2013 vs. 2014 Comparison
2013





Combined over All Subjects: Reading, Mathematics, Writing,
Science, and Social Studies.
Student Groups: All Students.
Performance Standards: Phase-in 1 Level II (Satisfactory).
STAAR End-of-Course (EOC) Assessments (15 total):









English l – Reading; English ll – Reading; English lll – Reading
Combined over All Subjects: Reading, Mathematics,
Writing, Science, and Social Studies.
Student Groups: All Students.
Performance Standards: Phase-in 1 Level II (Satisfactory).
STAAR EOC Assessments (5 total):

English l – Writing; English ll – Writing; English lll – Writing



Algebra l; Geometry; Algebra ll
Biology; Chemistry; Physics
World Geography; World History; US History
English Language Learners (English and Spanish tests):


Proposed 2014
Students in US schools Year 1 - Year 3 excluded
Students in US schools Year 4 and beyond included

English l (combined tests); English ll (combined tests)
beginning in spring 2014
Algebra l
Biology
US History
English Language Learners (English and Spanish tests):



Students in US schools Year 1 excluded
Students in US schools Year 2 and beyond included
ELL Progress Measure included for those tested in
English
Shaded areas are new for 2014
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Index 2: Student Progress
13
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).
 Points based on weighted performance:
 One point given for each percentage of tests at the Met progress level.
 Two points given for each percentage of tests at the Exceeded progress level.
 Additional progress measures in 2014: STAAR-M, STAAR-Alt, and English
ELL.
Language Learners (ELL).
Shaded areas are new for 2014
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Index 2: Student Progress
14
 Progress Measures by Subject Area and School Type
2013
Elementary School
READING
Gr. 4 Reading
Gr. 5 Reading
MATHEMATICS
Gr. 4 Mathematics
Gr. 5 Mathematics
WRITING
-
Middle School
Proposed 2014
High School
Gr. 6 Reading
Gr. 7 Reading
Gr. 8 Reading
English l Reading
English l Reading
English ll Reading
-
Gr. 6 Mathematics
Gr. 7 Mathematics
Gr. 8 Mathematics
Algebra l
Algebra l
-
-
English ll Writing
Elementary School
READING
Gr. 4 Reading
Gr. 5 Reading
MATHEMATICS
Gr. 4 Mathematics
Gr. 5 Mathematics
WRITING
-
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Middle School
Gr. 6 Reading
Gr. 7 Reading
Gr. 8 Reading
Gr. 6 Mathematics
Gr. 7 Mathematics
Gr. 8 Mathematics
Algebra l
-
High School
Algebra l
-
Index 2: Student Progress
15
Index 2: 2013 Construction – Table 1
STAAR Weighted
Progress Rate
Example Calculation for
Reading Progress
Number of Tests
Performance Results:
Met or Exceeded
Progress
Number
Percent
Exceeded Progress
Number
Percent
Reading Weighted
Progress Rate
All
African Amer.
Students Amer. Indian
Asian Hispanic
Pacific
White
Islander
Two or
More
Races
ELL
100
50
40
30
80
80%
40
80%
40
100%
20
67%
20
20%
20
40%
30
75%
5
17%
100
120
175
84
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Special Total
Ed.
Points
479
Max.
Points
800
Index 2: Student Progress
16
Index 2: 2013 Construction – Table 2
STAAR Weighted
Progress Rate
All
African Amer.
Students Amer. Indian
Asian Hispanic
Pacific
White
Islander
Two or
More
Races
ELL
Special Total
Ed.
Points
Max.
Points
Reading
Weighted Progress
100
120
175
84
479
800
Mathematics
Weighted Progress
85
98
150
160
493
800
Writing
Weighted Progress
140
170
310
400
1282
2000
Total
Index 2 Score (total points divided by maximum points)
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
64
Index 3: Closing Performance Gaps
17
Index 3: Closing Performance Gaps emphasizes advanced academic achievement of economically
disadvantaged students and the two lowest performing race/ethnicity student groups.
2013



Points based on STAAR performance:

Proposed 2014

Phase-in 1 Level II satisfactory performance:
One point for each percent of tests at the Phase-in 1
Level II satisfactory performance standard.
Student Groups:


Economically Disadvantaged
Lowest Performing Race/Ethnicity:
The two lowest performing race/ethnicity student
groups on the campus or within the district, based on
2012 assessment results.



By Subject Area:
Reading, Mathematics, Writing, Science, and Social
Studies.
Points based on STAAR performance:

Phase-in 1 Level II satisfactory performance:
One point for each percent of tests at the Phase-in 1
Level II satisfactory performance standard.
Level III advanced performance:
Two points for each percent of tests at the Level III
advanced performance standard.
By Subject Area:
Reading, Mathematics, Writing, Science, and Social
Studies.
Student Groups:



Economically Disadvantaged
Lowest Performing Race/Ethnicity:
The two lowest performing race/ethnicity student
groups on the campus or within the district, based on
2013 assessment results.
Select the two lowest performing student groups if
both the prior year reading and mathematics subject
area test results each have at least 25 tests.
Shaded areas are new for 2014
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
18
2013 Index 1: Student Achievement Data Table
All
Students
African
American
Hispanic
44%
10%
2%
52%
8%
3%
49%
10%
2%
77%
19%
0%
1,342
289
54
3,035
188
30
10
359
1,265
250
50
2,597
20
5
0
26
56%
13%
2%
57%
0%
5%
56%
12%
2%
55%
9%
0%
551
124
21
984
47
0
4
82
490
107
17
878
6
1
0
11
54%
11%
3%
44%
0%
0%
55%
10%
3%
90%
40%
0%
534
105
26
988
36
0
0
82
483
92
26
882
9
4
0
10
White
2013 STAAR Performance
All Subjects
Percent of Tests
% at Phase-in 1 Level II or above
% at Final Level II or above
% at Level III Advanced
Number of Tests
# at Phase-in 1 Level II or above
# at Final Level II or above
# at Level III Advanced
Total Tests
Reading
Percent of Tests
% at Phase-in 1 Level II or above
% at Final Level II or above
% at Level III Advanced
Number of Tests
# at Phase-in or above
# at Final Level II or above
# at Level III Advanced
Total Tests
Mathematics
Percent of Tests
% at Phase-in 1 Level II or above
% at Final Level II or above
% at Level III Advanced
Number of Tests
# at Phase-in 1 Level II or above
# at Final Level II or above
# at Level III Advanced
Total Tests
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Index 3: Closing Performance Gaps
Index 3: How to Determine Race/Ethnicity Groups for 2014 Index 3 Calculations
Index 3: Closing Performance Gaps
19
Index 3: 2013 Construction – Table 1
STAAR Weighted
Performance Rate
Example Calculation for
Reading Weighted
Performance
Number of Tests
Performance Results:
Phase-in 1 Level II
Satisfactory and above
Number
Percent
Level III Advanced
Number
Percent
Reading Weighted
Performance Rate
Economically
Disadvantaged
Lowest Performing Lowest Performing
Race/Ethnic Group - 1 Race/Ethnic Group - 2
80
40
25
80
100%
20
50%
25
100%
40
50%
0
0%
150
50
Total
Points
Maximum
Points
400
600
25
100%
200
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Index 3: Closing Performance Gaps
20
Index 3: 2013 Construction – Table 2
STAAR Weighted
Performance Rate
Economically
Disadvantaged
Lowest Performing
Lowest Performing
Race/Ethnic Group - 1 Race/Ethnic Group - 2
Total
Points
Maximum
Points
Reading Weighted
Performance
150
50
200
400
600
Mathematics Weighted
Performance
125
100
90
315
600
Writing Weighted
Performance
80
90
125
295
600
Science Weighted
Performance
120
40
90
250
600
Social Studies Weighted
Performance
50
40
80
170
600
1430
3000
Total
Index 3 Score (total points divided by maximum points)
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
48
Index 4: Postsecondary Readiness
21
Index 4: Postsecondary Readiness emphasizes the importance of earning a high
school diploma that provides students 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.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Index 4: Postsecondary Readiness
22
Index 4: 2013 vs. 2014 Comparison

2013
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 Annual Graduates: All Students and
race/ethnicity student groups.
2014
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 Based on Longitudinal Cohort: All
Students and race/ethnicity student groups.
STAAR Score: STAAR Percent Met Final Level ll on one or
more tests for All Students and race/ethnicity student
groups.
Additional Indicators Required by House Bill 5 (83rd Texas
Legislature, 2013)


Texas Success Initiative college readiness benchmarks.
Number of students who earn postsecondary credit
required for a foundation high school program, an
associate’s degree, or an industry certification.
Shaded areas are new for 2014
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
23
Amer.
Pacific
Asian Hispanic
Indian
Islander
STAAR Score
STAAR % Met
29%
16%
40%
Final Level ll on
One or More Tests
STAAR Score (STAAR total points divided by maximum points)
23%
White
Two or
More
Races
38%
36%
ELL
Special
Ed.
Total
Points
Max.
Points
182
600
30
Graduation Score (Gr. 9-12)
4-yr. graduation rate
84.3%
78.8%
78.8%
91.6%
86.0%
44.2%
69.8%
533.5
700
5-yr. graduation rate
85.1%
78.8%
80.0%
92.1%
84.0%
48.9%
77.5%
546.4
700
Highest Graduation Total
Graduation Score (best of total graduation points divided by maximum points)
546.4
700
78.0
RHSP/DAP Score
4-yr. graduation
82.7%
76.4%
83.6%
Percent RHSP/DAP
RHSP/DAP Score (best of total RHSP/DAP points divided by maximum points)
83.0%
Postsecondary/College-Ready Graduates Score
College-Ready
82.0%
72.0%
78.0%
Graduates either
subject (ELA or Math)
College-Ready Score (total points divided by maximum points)
89.0%
325.7
400
81.4
Overall Index Score
STAAR Score
30.0
Multiply
Graduation Score
78.0
by
RHSP/DAP Score
81.4
Weight
College-Ready Score
80.2
Index Score (sum of weighted index scores)
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
321.0
80.2
400
Index 4: Postsecondary Readiness
Indicator
All
African
Students Amer.
Index 4: Postsecondary Readiness
24
Index 4: AEA Campuses and Charters
2013
 4-, 5-, and 6-year Graduation and
General Education Development
(GED) Score;
If no Graduation and GED Rates, use
Grade 9-12 Annual Dropout Rate:
Points given for annual dropout
rates lower than 20.0
Proposed 2014
 4-, 5-, and 6-year Graduation,
Continuing Students, and GED
Score;
If no Graduation, Continuing,
and GED Rates, use Grade 9-12
Annual Dropout Rate: Points
given for rates lower than 20.0
75%
 STAAR Score: STAAR Percent
Met Final Level ll on one or
more tests
 2013 AEA Registration Criterion
Contrib.
to Points
25%
 Expand
Expand AEA
AEA Registration
Registrationto
to include
includeDropout
dropout
Recovery
centers
recovery schools
Shaded areas are new for 2014
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Index 4: Postsecondary Readiness
25
Index 4: AEA Campuses and Charters Bonus Points
2013
Bonus Points:
 RHSP/DAP Rate: All Students.
 Continuing Students Success Rate:

All Students.
Excluded Students Count: All
Students.
Proposed 2014
Bonus Points:
 RHSP/DAP Rate: All Students.
 Excluded Students Count: All

Students.
Postsecondary/College-Ready
Graduates Indicator
Shaded areas are new for 2014
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
2014 Accountability Rating Labels
26
Accountability Rating
(Campuses and Districts)
Met Standard
Met Alternative Standard
(assigned to charter operators and alternative education campuses
(AECs) evaluated under alternative
education accountability (AEA) provisions)
Improvement Required
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
2013 and 2014 Index Targets
for Non-AEA Campuses and Districts
27
To receive a Met Standard rating, non-AEA campuses and districts had to meet the following
accountability targets on all indexes for which they had performance data in 2013.
2014 Index targets will be based on recommendations from accountability advisory groups and will be
finalized by the commissioner in spring 2014.
Performance Index
Index 1: Student Achievement
Index 2: Student Progress
Non-AEA Campuses
Non-AEA Districts
2013
2014
2013
2014
50
TBD
50
TBD
TBD
21
TBD
High Schools:
17
Middle Schools:
29
Elementary Schools: 30
Index 3: Closing Performance Gaps
55
TBD
55
TBD
Index 4: Postsecondary Readiness
75
TBD
75
TBD
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
2013 and 2014 Index Targets
for AEA Campuses and Charters
28
To receive a Met Alternative Standard rating, AEA campuses and charters had to meet the following
accountability targets on all indexes for which they had performance data in 2013.
2014 Index targets will be based on recommendations from accountability advisory groups and will be
finalized by the commissioner in spring 2014.
Performance Index
Index 1: Student Achievement
AEA Campuses
2013
2014
AEA Charter Districts
2013
2014
25
TBD
25
TBD
9
TBD
9
TBD
Index 3: Closing Performance Gaps
30
TBD
30
TBD
Index 4: Postsecondary Readiness
45
TBD
45
TBD
Index 2: Student Progress
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Distinction Designations
29
2013 Distinction Designations
2014 Distinction Designations
 Student Progress (based on Index 2)  Student Progress (based on Index 2)
 Closing Performance Gaps (based on Index 3)
 Academic Achievement in:
 Academic Achievement in:
 Reading/English Language Arts
 Reading/English Language Arts
 Mathematics
 Mathematics
 Science
 Social Studies
 Postsecondary Readiness
for campuses and
districts
Shaded areas are new for 2014
Per Texas Education Code (TEC) §39.201, alternative education campuses (AECs)
evaluated under AEA provisions are not eligible for distinction designations.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Distinction Designations
30
Districts and Campuses Postsecondary Readiness: House Bill 5 (83rd Texas
Legislature, 2013) expanded distinction designations to both districts and
campuses for outstanding performance in attainment of postsecondary
readiness.
Criteria must include indicators based on percentages of students who:
 Achieve college-readiness standards on STAAR;
 Earn nationally or internationally recognized business/industry
certification;
 Complete a coherent sequence of CTE courses;
 Complete dual credit courses or a postsecondary course for local credit;
 Achieve college readiness standards on SAT, ACT, PSAT, or ACT-PLAN
examinations; and
 Earn college credit based on AP/IB performance.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Pending Topics for 2014 Accountability
31
Issue
It is not possible to define targets for 2014 based on Index 2 scores
because the 2014 scores will include additional progress measures for
students tested on the STAAR M and STAAR Alt assessments and for
English language learners.
Current ATAC Proposal
Set Index 2 targets at or about the 5th percentile by campus type, as
determined by the 2013-14 student progress measure. This
recommendation is consistent with the method used in 2013.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Pending Topics for 2014 Accountability
32
Issue
Index 2 at the high school level will be based on two assessments:
• Reading – STAAR Alternate in English and English ll
• Mathematics – Algebra l
The limited number is due to a reduction in the number of EOC tests and
the creation of a combined English l and English ll test for spring 2014.
Current ATAC Proposal
Suspend inclusion of Index 2 from state accountability results for high
schools/secondary campuses in 2013-14.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Pending Topics for 2014 Accountability
33
Issue
Inclusion of Algebra l EOC results for middle school students in 2014
accountability results.
Current Status
TEA is waiting for a final decision from the USDE on the double-testing
waiver described in the November 6, 2013 correspondence to the
department.
TEA will inform all districts about testing policies and use of these results
in 2014 accountability as soon as possible following receipt of USDE’s
decision.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Pending Topics for 2014 Accountability
34
Issue
STAAR English I and II reading and writing assessments were
administered as separate assessments in July 2013 and Fall 2013 and
will be administered as a single English I and II assessment beginning in
spring 2014.
Current ATAC Proposal
Exclude the results from the separate English I and English II reading and
writing assessments administered in summer 2013 and fall 2013.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Pending Topics for 2014 Accountability
35
Issue
Commissioner rules adopted in December 2013 allow for substitute
assessments that a student may use in place of a corresponding end-ofcourse (EOC) in order to meet the student's assessment graduation
requirements.
Current Status
Students with test answer documents indicating the student has taken
and met the criterion score on the substitute assessment for an EOC test
will be counted as participants, but will not be included in the
performance results evaluated for accountability.
Student performance results are not collected on the test answer
documents. Additionally, only one performance level has been identified
on each substitute assessment.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Pending Topics for 2014 Accountability
36
Issue
Appropriate inclusion of the English language learners (ELLs) Progress
Measure results for ELLs in their second and third years in U.S. schools.
Current ATAC Proposal
The ELL workgroup of the ATAC is preparing final recommendations for
the inclusion of ELL students in accountability performance indexes,
including the use of the ELL Progress Measure.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Pending Topics for 2014 Accountability
37
Issue
Assignment of weights to four components of Index 4: Postsecondary
Readiness: STAAR performance at the final Level II standard, longitudinal
graduation rates, longitudinal RHSP/DAP rates, and College-Ready
Graduates indicator.
Current ATAC Proposal
APAC members will review the following recommended component
weights from the ATAC:
• STAAR performance (35%);
• Longitudinal graduation rates (35%);
• Longitudinal RHSP/DAP rates (15%); and
• College-Ready Graduates indicator (15%).
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Pending Topics for 2014 Accountability
38
Issue
Development of Postsecondary Readiness distinction designations for
districts.
Current ATAC Proposal
Apply a district-level methodology based on the campus postsecondary
distinction evaluation.
Set a target on the percent of district-wide postsecondary distinction
indicators across all eligible campus-level indicators that attain the top
25% (top quartile) of their campus comparison group.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Legislative Changes - 83rd Texas Legislature
39
Dropout Recovery
Community and Student Engagement



Beginning with the 2013-14 school year,
districts will be required to evaluate
community and student engagement for the
district and each of their campuses and assign
a rating. The ratings are required to be
reported to TEA by August 8, 2014.
Districts will be required to assign a
performance rating of exemplary, recognized,
acceptable, or unacceptable based on locally
determined criteria. These performance
ratings must be based on criteria developed
by a local committee. The agency is not
permitted to determine the criteria that can
be used for these evaluations.

Beginning with the 2013-14 school
year, school districts will be required
to evaluate dropout recovery schools,
which are defined as:
 serves students in grades 9-12;
 has enrollment of which at least
50 percent of the students are 17
years of age or older as of
September 1 of the school year;
and
 meets the eligibility requirements
for and is registered under
alternative education
accountability procedures
adopted by the commissioner.
For the 2013-14 school year, TEA will collect
the locally-determined ratings in the summer
2014 PEIMS Submission 3 for the district and
each campus in the district. TEA will report
these ratings publicly by October 1, 2014.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Accountability Ratings

Beginning with the 2016-17 school
year, TEA is required to assign
ratings of A, B, C, D, or F to districts,
and ratings of exemplary,
recognized, acceptable, or
unacceptable to campuses.
System Safeguards
40
Safeguard Measures and Targets:



Reporting system disaggregates performance by student group, performance
level, and subject area.
Performance rates are calculated from the assessment results used to
calculate Index 1: Student Achievement.
2013 targets for the disaggregated system-safeguard results:
 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%); and
 Federal limit on use of alternate assessments (1% and 2%).
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
System Safeguards
41
2013 Accountability System Safeguard Measures and Targets
Indicator
Performance Rates*
Reading
Mathematics
Writing
Science
Social Studies
Participation Rates
Reading
Mathematics
All
African Amer.
Students Amer. Indian
Asian Hispanic
Pacific
White
Islander
Two or
Eco.
More
Disadv.
Races
ELL
Special
Ed.
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
95%
95%
95%
95%
95%
95%
95%
95%
95%
95%
95%
95%
95%
95%
95%
95%
95%
95%
95%
95%
95%
95%
Federal Graduation Rates (including improvement targets)
4-year
78%
78%
78%
78%
5-year
83%
83%
83%
83%
78%
83%
78%
83%
78%
83%
78%
83%
78%
83%
78%
83%
78%
83%
District Limits on Use of Alternative Assessment Results
Reading
Modified
Alternate
Mathematics
Modified
Alternate
2%
1%
Not Applicable
Not Applicable
2%
1%
Not Applicable
Not Applicable
* Targets for 2013 correspond to the performance target for Index 1: Student Achievement.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
System Safeguards
42




Results will be reported for any group that meets accountability minimum size
criteria.
Failure to meet the safeguard target for any reported group must be
addressed in the campus or district improvement plan.
Performance on the safeguard measures will be incorporated into the Texas
Accountability Intervention System (TAIS).
See Accountability Monitoring website for further information:
http://www.tea.state.tx.us/pmi/accountabilitymonitoring/
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Overview of Federal Accountability
43
On September 30, 2013, the U.S. Department of Education approved the Texas
request to waive specific provisions of the Elementary and Secondary
Education Act of 1965 (ESEA).
The Texas accountability System Safeguard information was used to meet
federal accountability requirements to identify Priority and Focus Schools.
These federal accountability requirements are limited to the Reading/English
language arts and Mathematics performance and participation indicators.
Other federal requirements require the Reading/English language arts and
Mathematics performance and participation system safeguard information.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Overview of Federal Accountability
44
Note that performance information must be reported at the 2012-13
federally approved target of 75% for the following:
• Title III Annual Measurable Achievement Objectives (AMAOs), using only
the ELL performance and participation information; and,
• USDE Office of Special Education Programs (OSEP) State Performance Plan
(SPP) and State Annual Performance Report (APR) that measure the
students served by special education programs.
Resources:
2013 Accountability Manual: Chapter 10 - Federal Accountability and
Appendix K - System Safeguards and Federal Accountability Requirements
http://ritter.tea.state.tx.us/perfreport/account/2013/manual/index.html
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Resources
45





2014 Accountability Development
http://ritter.tea.state.tx.us/perfreport/account/2014/index.html
2013 Accountability Rating System
http://ritter.tea.state.tx.us/perfreport/account/2013/index.html
Performance Reporting Home Page
http://www.tea.state.tx.us/perfreport
Performance Reporting E-mail
performance.reporting@tea.state.tx.us
Division of Performance Reporting Telephone
(512) 463-9704
Thank you!
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting