The Texas Education Agency is charged with assessing public school students on what they have learned and determining district and school accountability ratings. Each campus and district is assigned one of two ratings, Met Standard or Improvement Required, for the school year.
The ratings are based on a system that uses a range of indicators to provide greater detail about the performance of a district and individual campuses. The performance index framework includes four areas:
Index 1: Student Achievement:
Provides a snapshot of performance across all subjects
Index 2: Student Progress:
Measures year-to-year student progress by subject and student group
Index 3: Closing Performance Gaps:
Emphasizes the academic achievement of economically disadvantaged students and the lowest performing racial/ethnic student groups
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 Distinction Designations
Campuses that receive an accountability rating of Met Standard are eligible to earn distinction designations. Distinction designations are awarded for achievement in several different areas and are based on performance relative to a group of campuses of similar type, size, grade span, and student demographics. The distinction designation indicators are typically separate from those used to assign accountability ratings.
Districts that receive a Met Standard rating are eligible for a distinction designation in postsecondary readiness.
For 2016, distinction designations are awarded in the following areas:
Academic Achievement in English Language Arts/Reading (campus only)
Academic Achievement in Mathematics (campus only)
Academic Achievement in Science (campus only)
Academic Achievement in Social Studies (campus only)
Top 25 Percent: Student Progress (campus only)
Top 25 Percent: Closing Performance Gaps (campus only)
Texas Education Code Â§39.0545, as added by House Bill 5, 83rd Texas Legislature, requires all districts to evaluate the district’s performance and the performance of each campus in community and student engagement. All school districts and charters are required to assign a performance rating of Exemplary, Recognized, Acceptable, or Unacceptable to the district and each campus for overall performance and the following categories:
Wellness and physical education
Community and parental involvement
The 21st Century Workforce Development program
The second language acquisition program
The digital learning environment
Dropout prevention strategies
Educational programs for gifted and talented students
To view the Conroe ISD CaSE report, please click here.
The Texas Academic Performance Reports (TAPR) pulls together a wide range of information on the performance of students in each school and district in the state of Texas at the end of every school year. The data contained in the TAPR report reflects a wide variety of information ranging from performance data to school and district information such as staff, programs and demographics. To view the TAPR for the Conroe ISD and its campuses, please click here.
Federal Accountability Explained
The U.S. Department of Education requires each state to publish a campus and district report card containing specific data each year. The district and campus level data that is made available on the report card is outlined below.
Part I: Student Achievement by Proficiency Level
Provides the State of Texas Assessment of Academic Readiness (STAAR) performance and participation results for each subject area and grade level tested.
Participation reports also include reports of the participation of Children with Individualized Education Plans (IEPs) by assessment type.
Part II: Student Achievement and State Academic Annual Measurable Objectives (AMOs)
Provides the AMO outcomes and data table of STAAR performance results for each subject area tested in the accountability subset. This section also includes participation rates on STAAR for reading/English and mathematics, use of alternative assessments, plus four-year and five-year graduation rates.
Part III: Priority and Focus Schools
Provides information on priority schools and focus schools. Priority schools are the lowest 5% of Title I-served campuses based on performance in reading and mathematics and graduation rates. Focus schools are 10% of Title I served campuses, not already identified as priority schools that have the widest gaps between student group performance and safeguard targets.
Part IV:Teacher Quality Data
Provides information on teacher quality in three parts:
Part A:Percent of Teachers by Highest Degree Held
Professional qualifications of all public elementary and secondary teachers in the Texas.
Parts B and C: Teachers with Emergency/Provisional Credentials, Highly Qualified (HQ) Teachers High Poverty/Low Poverty Summary Reports
Percentage of all public elementary and secondary school teachers teaching with emergency or provisional credentials, and the percentage of classes in the state not taught by highly qualified teachers disaggregated by high-poverty compared to low-poverty schools.
Part V: Graduates Enrolled in Texas Institution of Higher Education (IHE)
Provides the percentage of students who enroll and begin instruction at an institution of higher education in Texas during the school year (fall or spring semester) following high school graduation.
Part VI: Statewide National Assessment of Educational Progress (NAEP) Results
Provides most recent NAEP results for Texas showing reading and mathematics performance results and participation rates, disaggregated by student group.
2018 State Accountability Information
Overview of the Proposed A-F Rating System for 2018
Proposed Domain Calculation for Individual Domain Grades