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    Federal Report Card ~ Era ISD

    nclb tea

    Section 1111(h)(2) of the No Child Left Behind Act (NCLB) requires that each LEA that receives Title I, Part A funding to disseminate specific LEA (district) and campus level data to 1) all LEA campuses, 2) parents of all enrolled students, and 3) to make the information widely available through public means such as posting on the internet, distribution to the media, or distribution through public agencies. The following data must be disseminated for the LEA (district) and each campus:
    Texas Education Agency
    2013-14 Federal Report Card for Texas Public Schools

    Part I: Percent Tested and Student Achievement by Proficiency Level
    This section provides the State of Texas Assessments of Academic Readiness (STAAR) performance and participation results for each subject area and grade level tested in the 2013-14 school year. These results include all students tested, whether or not they were in the accountability subset.

        STAAR Performance Results - TAPR Student Groups*                 Additional Student Groups*

        STAAR Participation Results - TAPR Student Groups*                 Additional Student Groups*

            STAAR Participation Results by Assessment Type for students served in special education settings -
                                                     TAPR Student Groups*                 Additional Student Groups*

    * Texas Academic Performance Report (TAPR) provides the following student group information.

            TAPR 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 (ELL).

            Additional Student Groups
            Economically Disadvantaged, Non-Economically Disadvantaged, Male, Female, Special Education,
            Non-Special Education, At Risk, Non-At Risk, Migrant, and Non-Migrant.

    Source: 2014 Texas Performance Reporting System

    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 2013-14 school year. These results only include tested students who were in the accountability subset. This section also includes four-year and five-year graduation rates and participation rates on STAAR for reading and mathematics.

        2014 System Safeguards (Achievement information)

    Source: 2014 Accountability System Safeguards Report

    Part III: Priority and Focus Schools
    Priority School Identification
    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/mathematics performance.

        Priority Schools List

    Focus School Identification
    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/mathematics performance and the annual measurable objectives (AMO) target of 75%.

        Focus Schools List

    Source: TEA Division of School Improvement and Support

    Part IV: Teacher Quality Data
    This section provides information on teacher quality in three parts:

    Part IV A: Percent of Teachers by Highest Degree Held

    Professional qualifications of all public elementary and secondary school teachers in Texas. The distribution of degrees attained by teachers are shown as the percent of total Full-Time Equivalent (FTE) count of teachers with no degree, bachelor’s, master’s, and doctorate degrees.

        Profile - Staff Information

    Source: 2014 Texas Performance Reporting System

    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 high-poverty compared to low-poverty schools. For this purpose, high-poverty means schools in the top quartile of poverty and low-poverty means the bottom quartile of poverty in the State.

        NCLB - Highly Qualified Teachers Report

    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 percentage of total graduates during the 2011-12 school year who attended a public or independent college or university in Texas in the 2012-13 academic year.

        Postsecondary Readiness Indicators

    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.

        2013 NAEP Information

    Source: TEA Division of Student Assessment