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3/1/2016

2014­15 Federal Report Card

 

Texas Education Agency 2014­15 Federal Report Card for Texas Public Schools Campus Name: IDEA ACADEMY SAN BENITO Campus ID: 108807105 District Name: IDEA PUBLIC SCHOOLS

Part I: Student Achievement by Proficiency Level This section provides the State of Texas Assessments of Academic Readiness (STAAR) performance results for each subject area and grade level tested in the 2014­15 school year. These results include all students tested, whether or not they were in the accountability subset. Two or African American Pacific More Special Econ   StateDistrictCampusAmericanHispanicWhite Indian AsianIslanderRaces Ed Disadv ELLFemaleMaleMigrant STAAR Percent at Phase­in 1 Level II or Above    Grade 3       Reading 2015 74% 78% 67% ­ 64% 90% ­ * ­ ­ * 64% 55% 80% 57% *   2014 75% 75% 68% * 66% 100% ­ * * * * 65% 53% 76% 59% ­         Mathematics2015 74% 75% 62% ­ 60% 80% ­ * ­ ­ * 54% 59% 65% 59% *   2014 69% 78% 75% * 74% * ­ * * * * 73% 77% 79% 70% ­      Grade 4       Reading 2015 71% 79% 64% * 61% 86% ­ * * * * 61% 52% 73% 55% ­   2014 73% 69% 63% * 62% * ­ * * ­ * 58% 54% 68% 57% ­         Mathematics2015 71% 81% 66% * 65% * ­ * * * * 64% 68% 75% 59% ­   2014 70% 71% 62% * 60% * ­ * * ­ 83% 56% 54% 63% 61% ­         Writing 2015 67% 79% 64% * 62% 71% ­ * * * * 60% 55% 78% 50% *   2014 72% 74% 71% * 69% 100% ­ * * ­ * 67% 62% 82% 59% ­      Grade 5       Reading 2015 83% 88% 80% * 79% 86% ­ * ­ ­ * 82% 59% 77% 84% ­   2014 86% 85% 83% * 82% * ­ * * * * 79% 61% 79% 87% ­         Mathematics2015 75% 87% 80% * 79% 86% ­ * ­ ­ 50% 82% 64% 77% 84% ­   2014 87% 94% 84% * 83% * ­ * * * * 79% 61% 75% 92% ­         Science 2015 69% 80% 76% * 77% * ­ * ­ ­ 60% 73% 59% 70% 84% ­   2014 73% 76% 75% * 74% * ­ * * * * 69% 50% 68% 82% ­      All Grades       All Subjects 2015 73% 81% 70% 78% 69% 76% ­ 93% * * 34% 67% 59% 74% 65% *   2014 75% 81% 73% 85% 71% 91% ­ 100% 100% 100% 66% 68% 60% 74% 72% ­         Reading 2015 74% 81% 71% * 68% 88% ­ 100% * * * 69% 55% 76% 64% *   2014 75% 79% 72% * 70% 92% ­ * * * 57% 67% 56% 74% 68% ­         Mathematics2015 73% 81% 70% * 68% 75% ­ 83% * * 31% 67% 64% 73% 66% *   2014 76% 81% 74% 100% 72% 85% ­ * * * 79% 70% 67% 73% 75% ­         Writing 2015 68% 76% 64% * 62% 71% ­ * * * * 60% 55% 78% 50% *   2014 71% 77% 71% * 69% 100% ­ * * ­ * 67% 62% 82% 59% ­         Science 2015 75% 85% 76% * 77% * ­ * ­ ­ 60% 73% 59% 70% 84% ­   2014 77% 86% 75% * 74% * ­ * * * * 69% 50% 68% 82% ­   STAAR Percent at Final Level II or Above    All Grades       All Subjects 2015 38% 44% 36% 44% 34% 44% ­ 73% * * 11% 29% 13% 38% 34% *   2014 39% 43% 37% 69% 34% 47% ­ 100% 88% 100% 13% 29% 19% 38% 35% ­         Reading 2015 40% 43% 39% * 38% 46% ­ 67% * * * 33% 17% 41% 38% *   2014 42% 43% 38% * 36% 46% ­ * * * 7% 31% 13% 41% 35% ­   https://rptsvr1.tea.texas.gov/cgi/sas/broker?_service=marykay&year4=2014&year2=14&_debug=0&single=N&title=2014­15+Federal+Report+Card&_program…

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      Mathematics2015 36% 42% 34%   2014 37% 41% 36%         Writing 2015 31% 36% 27%   2014 34% 35% 32%         Science 2015 40% 53% 37%   2014 40% 54% 36%   STAAR Percent at Level III Advanced    All Grades       All Subjects 2015 14% 17% 17%   2014 14% 16% 17%         Reading 2015 15% 17% 20%   2014 14% 14% 19%         Mathematics2015 14% 17% 17%   2014 15% 18% 19%         Writing 2015 8% 7% 6%   2014 6% 6% 5%         Science 2015 14% 21% 15%   2014 13% 19% 15%   STAAR Participation (All Grades)       All Tests 2015 99%   2014 99%         Reading 2015 99%   2014 99%         Mathematics 2015 99%   2014 99%         Writing 2015 99%   2014 99%         Science 2015 99%   2014 99%  

* 80%

32% 34%

46% 38%

­ ­

67% *

* *

* *

13% 14%

28% 12% 38% 31% 31% 25% 38% 35%

* ­

* *

24% 31%

43% 40%

­ ­

* *

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* *

23% 10% 42% 14% 21% 31% 33% 31%

* ­

* *

37% 32%

* *

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* *

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­ *

10% *

33% 9% 26% 52% 27% 11% 30% 42%

­ ­

33% 31%

15% 16%

18% 24%

­ ­

47% 25%

* 50%

* 80%

5% 5%

12% 3% 12% 4%

19% 15% 18% 15%

* ­

* *

19% 17%

25% 38%

­ ­

50% *

* *

* *

* 7%

15% 3% 14% 3%

23% 17% 22% 16%

* ­

* 60%

16% 18%

21% 15%

­ ­

50% *

* *

* *

6% 7%

13% 4% 14% 5%

18% 17% 20% 19%

* ­

* *

4% 6%

0% 0%

­ ­

* *

* *

* ­

* *

2% 4%

13% 8%

0% 2%

* ­

* *

15% 13%

* *

­ ­

* *

­ *

­ *

0% *

15% 14% 15% 15%

­ ­

0% 8%

10% 9% 9% 0%

100% 100% 100% 100% 100% ­ 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% ­ 100% 100% 100% 100% 100% 100% 100% 100% ­ 100% 100% 100% 100% 100% ­ 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% ­ * * * 100% 100% 100% 100% 100% ­ 100% 100% 100% 100% 100% ­ 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% ­ * * * 100% 100% 100% 100% 100% ­ 100% 100% 100% 100% 100% ­ 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% * 100% 100% ­ * * ­ 100% 100% 100% 100% 100% ­ 100% 100% 100% 100% 100% ­ 100% 100% 100% * 100% * ­ *

­ *

­ *

100% 100% 100% 100% 100% * 100% 100% 100% 100%

STAAR Participation Results by Assessment Type for Students Served in Special Education Settings (All Grades)   Reading Tests    % of Participants 2015 98% 99% 100% ­ 100% * ­ ­ ­ ­ 100% 100% *       % STAAR/EOC With No Accommodations 2015 17% 10% 6% ­ 7% * ­ ­ ­ ­ 6% 0% *       % STAAR/EOC With Accommodations 2015 71% 80% 88% ­ 87% * ­ ­ ­ ­ 88% 90% *       % STAAR Alternate2 2015 10% 9% 6% ­ 7% * ­ ­ ­ ­ 6% 10% *    % of Non­Participants 2015 2% 1% 0% ­ 0% * ­ ­ ­ ­ 0% 0% *   Mathematics Tests    % of Participants 2015 99% 99% 100% ­ 100% * ­ ­ ­ ­ 100% 100% *       % STAAR/EOC With No Accommodations 2015 13% 9% 6% ­ 7% * ­ ­ ­ ­ 6% 0% *       % STAAR/EOC With Accommodations 2015 74% 81% 88% ­ 87% * ­ ­ ­ ­ 88% 90% *       % STAAR Alternate2 2015 11% 9% 6% ­ 7% * ­ ­ ­ ­ 6% 10% *    % of Non­Participants 2015 1% 1% 0% ­ 0% * ­ ­ ­ ­ 0% 0% *       '?'   Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range. '*'   Indicates results are masked due to small numbers to protect student confidentiality. '­'   Indicates zero observations reported for this group. 'n/a' Indicates data reporting is not applicable for this group.

100% 100% 0%

­ ­

­

11%

­

100% 78% 0% 11% 0% 0%

­ ­ ­

100% 100%

­

0%

11%

­

100% 78% 0% 11% 0% 0%

­ ­ ­

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    Part II: Student Achievement and State Academic Annual Measureable Objectives (AMOs) This section provides the STAAR performance results for each subject area tested in the 2014­15 school year. These results only include tested students who were in the accountability subset. This section also includes four­year and five­year graduation rates and participation rates on STAAR for reading and mathematics. Two or ELL Pacific More Econ Special (Current & Islander Races Disadv Ed Monitored) ELL +

All African American   Students American Hispanic White Indian Asian Performance Status ‡ Target 83% 83% 83% 83%         83% 83% Reading N   N   n/a n/a n/a n/a N   Mathematics N   N   n/a n/a n/a n/a N     Participation Status ‡ Target 95% 95% 95% 95%         95% 95% Reading Y   Y   n/a n/a n/a n/a Y   Mathematics Y   Y   n/a n/a n/a n/a Y     Federal Graduation Status (Target: See Reason Codes) Graduation Target         n/a n/a n/a n/a     Met Reason Code ***         n/a n/a n/a n/a       District: Met Federal Limits on Alternative Assessments Reading                     Alternate 1%                     Number Proficient                     Total Federal Cap                     Limit Mathematics                     Alternate 1%                     Number Proficient                     Total Federal Cap                     Limit     '‡'   Results for grade 3­8 mathematics, STAAR A and STAAR Alternate 2 are included in 2015 Federal System Safeguards. '+'   Participation uses ELL (Current) rate, Graduation uses ELL (Ever HS) rate '***' Federal Graduation Rate Reason Codes:       a = Graduation Rate Goal of 90%       b = Four­year Graduation Rate Target of 83%       c = Safe Harbor Target of a 10% decrease in difference from the prior year rate and the goal       d = Five­year Graduation Rate Target of 88% Blank cells above represent student group indicators that do not meet the minimum size criteria. 'n/a' Indicates data are not applicable to this report.

  Performance Rates ‡     Reading # at Phase­in Satisfactory Standard Total Tests % at Phase­in Satisfactory Standard Mathematics # at Phase­in Satisfactory Standard Total Tests % at Phase­in Satisfactory Standard Writing

83% N N

  n/a n/a

  n/a n/a

95% Y Y

n/a

 

n/a

 

       

       

       

       

Two or ELL  All African American Pacific More Econ Special (Current & ELL Students American Hispanic White Indian Asian Islander Races Disadv Ed Monitored) (Current)  

 

 

 

 

 

 

 

 

 

 

 

228

*

200

18

­

6

*

*

158

*

45

n/a

319 71%

* *

289 69%

19 95%

­ 6 ­ 100%

* *

* *

229 69%

* *

74 61%

68 n/a

225

*

200

15

­

5

*

*

155

5

52

n/a

319 71%

* *

289 69%

19 79%

­ ­

6 83%

* *

* *

229 68%

15 33%

74 70%

68 n/a

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# at Phase­in Satisfactory 67 * 60 * ­ * * * 48 * 18 Standard Total Tests 107 * 97 * ­ * * * 82 * 31 % at Phase­in 63% * 62% * ­ * * * 59% * 58% Satisfactory Standard Science # at Phase­in Satisfactory 85 * 80 * ­ * ­ ­ 57 6 17 Standard Total Tests 109 * 101 * ­ * ­ ­ 77 9 24 % at Phase­in 78% * 79% * ­ * ­ ­ 74% 67% 71% Satisfactory Standard Social Studies # at Phase­in Satisfactory ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ Standard Total Tests ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ % at Phase­in ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ Satisfactory Standard   Participation Rates ‡                           Reading: 2014­2015 Assessments Number Participating 336 * 301 24 ­ 6 * * 243 16 n/a Total Students 336 * 301 24 ­ 6 * * 243 16 n/a Participation Rate 100% * 100% 100% ­ 100% * * 100% 100% n/a Mathematics: 2014­2015 Assessments Number Participating 336 * 301 24 ­ 6 * * 243 16 n/a Total Students 336 * 301 24 ­ 6 * * 243 16 n/a Participation Rate 100% * 100% 100% ­ 100% * * 100% 100% n/a     '‡'    Results for grade 3­8 mathematics, STAAR A and STAAR Alternate 2 are included in 2015 Federal System Safeguards. '*'    Indicates results are masked due to small numbers to protect student confidentiality. '**'   When only one racial/ethnic group is masked, then the second smallest racial/ethnic group is masked (regardless of size). '­'    Indicates there are no students in the group. 'n/a' Indicates data are not applicable to this report.

n/a 30 n/a n/a 19 n/a n/a ­ n/a

  75 75 100% 75 75 100%

Two or ELL All African American Pacific More Econ Special (Ever ELL Students American Hispanic White Indian Asian Islander Races Disadv Ed HS) (Current)

  Federal Graduation Rates 4­year Longitudinal Cohort Graduation Rate (Gr 9­12): Class of 2014 Number Graduated ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ Total in Class ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ Graduation Rate ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ 4­year Longitudinal Cohort Graduation Rate (Gr 9­12): Class of 2013 Number Graduated ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ Total in Class ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ Graduation Rate ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ 5­year Extended Graduation Rate (Gr 9­12): Class of 2013 Number Graduated ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ Total in Class ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ Graduation Rate ­ ­ ­ ­ ­ ­ ­ ­ ­ ­   District: Met Federal Limits on Alternative Assessments Reading Number Proficient n/a                   Total Federal Cap Limit n/a                   Mathematics Number Proficient n/a                   Total Federal Cap Limit n/a                       '*'    Indicates results are masked due to small numbers to protect student confidentiality. '**'   When only one racial/ethnic group is masked, then the second smallest racial/ethnic group is masked (regardless of size). '­'    Indicates there are no students in the group. 'n/a' Indicates data are not applicable to this report.  

­ ­ ­

n/a ­ n/a

­ ­ ­

n/a ­ n/a

­ ­ ­

n/a ­ n/a

   

   

   

   

Source: 2015 Accountability Federal System Safeguards Report     https://rptsvr1.tea.texas.gov/cgi/sas/broker?_service=marykay&year4=2014&year2=14&_debug=0&single=N&title=2014­15+Federal+Report+Card&_program…

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  Part III: Priority and Focus Schools Priority schools are the lowest 5% of Title I served campuses based on performance in reading, mathematics and graduation rates. Priority schools include Tier I or Tier II TTIPS schools, campuses with graduation rates less than 60%, and lowest achieving campuses based on All Students reading/math performance.Focus schools are 10% of Title I served campuses, not already identified as priority schools, that have the widest gaps between student group performance and safeguard targets. Campuses are ranked based on the largest gaps between student group reading/math performance and the annual measurable objectives (AMO) target of 75%. Priority School Identification: Priority School Reason: N/A  No  Focus School Reason: Math/Reading Performance Gaps Focus School Identification: Yes A high­performance reward school is identified as a Title I school with distinctions based on reading and math performance. In addition, at the high school level, a reward school is a Title I school with the highest graduation rates. A high progress school is identified as a Title I school in the top 25% in annual improvement; and/or a school in the top 25% of those demonstrating ability to close performance gaps based on system safeguards. High Performing School: No  High Progress School: No

Source: TEA Division of School Improvement and Support       Part IV: Teacher Quality Data Part IV A: Percent of Teachers by Highest Degree Held Professional qualifications of all public elementary and secondary school teachers in the State of Texas. The distribution of degrees attained by teachers are shown as the percent of total Full­Time Equivalent (FTE) count of teachers with no degree, bachelor’s, master’s, and doctorate degrees.   ­­­­­­­­­­­­­­­­­ Campus ­­­­­­­­­­­­­­­­­   Number Percent No Degree Bachelors Masters Doctorate

2.4 21.5 1.0 0.0

District  Percent 3.6% 86.7% 9.3% 0.3%

9.6% 86.3% 4.0% 0.0%

  State  Percent 0.9% 75.1% 23.4% 0.6%

   

Part IV B and C: Teachers with Emergency/Provisional Credentials, Highly Qualified (HQ) Teachers Low Poverty/ High Poverty Summary Reports The percentage of all public elementary and secondary school teachers teaching with emergency or provisional credentials, and the percentage of classes in the state not taught by highly qualified teachers disaggregated by high­poverty compared to low­ poverty schools. For this purpose, high­poverty means schools in the top quartile of poverty and low­poverty means the bottom quartile of poverty in the state.   Core Academic Subject Areas

Total Number of Teachers Total Number of Classes Number of Classes Taught by Highly Qualified Teachers Number of Classes Taught by Not Highly Qualified Teachers

   

 

General  Education

Special  Education

Total

    Number Percent Number Percent

18 18 16 88.89% 2 11.11%

0 0 0 . 0 .

18 18 16 88.89% 2 11.11%

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Number of Core Academic Teachers Who Are Teaching on the Following Permits

  Emergency (for certified personnel) Emergency (for uncertified personnel) Non­renewable Temporary Classroom Assignment District Teaching Temporary

  ­­­­­­­­­­­­ Number of Teachers ­­­­­­­­ ­­­­ Elem  secondary  (PK­6) (7­12) 0 0 0 0 0 0 0 0 0 0 0 0

   

Number of Core Academic Teachers with a Probationary Certificate Enrolled in an Alternative Certification     Highly Qualified Not Highly Qualified

­­­­­­­­­­­­ Number of Teachers ­­­­­­­­­­­­ General Education Special Education 1 0 0 0    

Source: TEA Division of Federal and State Education Policy       Part V: Graduates Enrolled in Texas Institution of Higher Education (IHE) This section provides the percentage of students who enroll and begin instruction at an institution of higher education in the school year (fall or spring semester) following high school graduation. The rate reflects the percent of total graduates during the 2011­12 school year who attended a public or independent college or university in Texas in the 2012­13 academic year. Report Not Required    

Source: Texas Higher Education Coordinating Board       Part VI: Statewide National Assessment of Educational Progress (NAEP) Results The most recent NAEP results for Texas are provided showing statewide reading and mathematics performance results and participation rates, disaggregated by student group.

State Level: 2015 Percentages at NAEP Achievement Levels

Grade Grade 4                      

Subject Reading                

Student Group Overall American Indian Asian Black Hispanic White Students with Disabilities English Language Learners National School Lunch Program

Mathematics  

Overall American Indian

% Below Basic 36 n/a 13 49 44 18 71 59 46

% At or Above Basic 64 n/a 87 51 56 82 29 41 54

% At or Above Proficient 31 n/a 66 17 22 50 11 12 20

% At or Above Advanced 7 n/a 30 2 3 13 2 2 3

14 n/a

86 n/a

44 n/a

8 n/a

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                Grade 8                                      

2014­15 Federal Report Card

             

Asian Black Hispanic White Students with Disabilities English Language Learners National School Lunch Program

3 24 16 7 41 23 19

97 76 84 93 59 77 81

82 29 37 60 18 28 30

36 2 4 15 2 2 2

Reading                

Overall American Indian Asian Black Hispanic White Students with Disabilities English Language Learners National School Lunch Program

28 n/a 12 38 35 14 70 71 36

72 n/a 88 62 65 86 30 29 64

28 n/a 55 19 19 43 5 2 18

2 n/a 12 2 1 4 n/a n/a 1

Mathematics                

Overall American Indian Asian Black Hispanic White Students with Disabilities English Language Learners National School Lunch Program

25 n/a 5 43 31 12 62 60 34

75 n/a 95 57 69 88 38 40 66

32 n/a 67 16 23 48 8 6 20

7 n/a 25 2 4 12 1 n/a 3

State Level: 2015 Participation Rates for Students with Disabilities and Limited English Proficient Students Grade Grade 4           Grade 8          

Subject Reading  

Student Group Students with Disabilities Limited English Proficient

% 72 92

Mathematics  

Students with Disabilities Limited English Proficient

80 95

Reading  

Students with Disabilities Limited English Proficient

81 95

Mathematics  

Students with Disabilities Limited English Proficient

81 90

Source: TEA Division of Student Assessment

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