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    Federal Report Card ~ Era ISD

     
    TEA Links:
    State Report Card:             https://goo.gl/0hLC9E
    District (LEA) Report Card:     https://goo.gl/n4jXqB
    Campus Report Card:         https://goo.gl/hKFrJf

    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
    2014-15 Federal Report Card for Texas Public Schools
    Era ISD - 049906 

    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 2014-15 school year. These results include all students tested, whether or not they were in the accountability subset.

      State Region
    11
    District African
    American
    Hispanic White American
    Indian
    Asian Pacific
    Islander
    Two or
    More
    Races
    Special
    Ed
    Econ
    Disadv
    ELL Female Male Migrant
    STAAR Percent at Phase-in 1 Level II or Above
       Grade 3
          Reading 2015 74% 75% 94% - * 97% - - - * * 88% * 95% 92% -
      2014 75% 77% 94% - * 96% - - - * * 90% * 100% 87% -
     
          Mathematics 2015 74% 74% 94% - * 93% - - - * * 94% * 95% 92% -
      2014 69% 69% 74% - * 77% - - - * * 80% * 69% 80% -
     
       Grade 4
          Reading 2015 71% 73% 88% - * 89% - - - * * 85% - 83% 93% -
      2014 73% 75% 78% - 67% 81% - - - * * 83% * 87% 71% -
     
          Mathematics 2015 71% 71% 61% - * 68% - - - * * 38% - 61% 60% -
      2014 70% 69% 44% - * 58% - - - * * 44% * 40% 48% -
     
          Writing 2015 67% 68% 88% - * 89% - - - * * 85% - 89% 87% -
      2014 72% 73% 81% - 56% 88% - - - * * 78% * 93% 71% -
     
       Grade 5
          Reading 2015 83% 85% 79% - 63% 84% - - - - * 78% * 77% 81% -
      2014 86% 87% 97% - * 96% - - - * * 94% - 100% 92% -
     
          Mathematics 2015 75% 76% 71% - * 80% - - - - * 53% * 77% 68% -
      2014 87% 88% 80% - * 76% - - - * * 71% - 83% 75% -
     
          Science 2015 69% 70% 68% - * 76% - - - - * 59% * 58% 72% -
      2014 73% 73% 70% - * 72% - - - * * 65% - 67% 75% -
     
       Grade 6
          Reading 2015 73% 77% 78% - * 77% - - - * * 69% * 77% 80% -
      2014 77% 80% 89% * * 90% * - - - * 83% - 92% 82% -
     
          Mathematics 2015 72% 75% 75% - * 77% - - - * * 56% * 73% 80% -
      2014 78% 81% 97% * * 97% * - - - * 92% - 96% 100% -
     
       Grade 7
          Reading 2015 72% 76% 92% * * 94% * - - * - 93% - 96% 85% -
      2014 74% 78% 90% - * 91% * - - * * 92% - 91% 88% -
     
          Mathematics 2015 68% 70% 84% * * 88% * - - * - 71% - 80% 92% -
      2014 67% 66% 87% - * 91% * - - * * 83% - 87% 88% -
     
          Writing 2015 69% 73% 87% * * 88% * - - * - 93% - 100% 62% -
      2014 70% 74% 85% - * 85% * - - * * 67% - 100% 63% -
     
       Grade 8
          Reading 2015 84% 86% 89% - * 90% * - - - * 88% - 87% 92% -
      2014 88% 91% 95% * 100% 96% * - - * * 82% - 100% 87% -
     
          Mathematics 2015 71% 73% 89% - * 87% * - - - * 100% - 82% 100% -
      2014 85% 87% 88% * * 92% - - - * * * - 90% 86% -
     
          Science 2015 67% 70% 75% - * 77% * - - - * 63% - 65% 92% -
      2014 70% 74% 65% * * 72% * - - * * 45% - 64% 67% -
     
          Social Studies 2015 61% 66% 56% - * 52% * - - - * * - 48% 69% -
      2014 61% 67% 51% * * 48% * - - * * 55% - 50% 53% -
     
       End of Course
          English I 2015 66% 71% 82% - 86% 82% * - - * * 80% - 87% 76% -
      2014 65% 70% 71% - 83% 67% - - - * * 56% - 84% 53% -
     
          English II 2015 69% 73% 84% - 86% 83% - - - * * 93% - 92% 74% -
      2014 68% 73% 82% - * 82% * - - * * 92% - 88% 75% -
     
          Algebra I 2015 77% 79% 84% - * 84% - - - * * 80% - 80% 89% -
      2014 79% 81% 88% - 100% 81% * - - * * 91% - 91% 84% -
     
          Biology 2015 88% 90% 94% - 100% 92% * - - * * 93% - 100% 87% -
      2014 88% 90% 95% - 100% 93% - - - * * 88% - 100% 88% -
     
          U.S. History 2015 88% 90% 95% - * 94% * - - * * 85% - 91% 100% -
      2014 92% 93% 98% - * 97% - - - * * 100% - 94% 100% -
     
       All Grades
          All Subjects 2015 73% 76% 82% * 74% 84% 69% - - 73% 42% 76% * 83% 81% -
      2014 75% 78% 82% * 72% 83% 87% - - 83% 60% 77% * 85% 77% -
     
          Reading 2015 74% 77% 86% * 80% 87% * - - 80% 46% 83% * 88% 83% -
      2014 75% 78% 86% * 84% 86% 83% - - 92% 58% 85% * 92% 78% -
     
          Mathematics 2015 73% 74% 79% * 59% 82% * - - * 43% 68% * 79% 80% -
      2014 76% 77% 79% * 67% 82% * - - 78% 79% 73% * 81% 77% -
     
          Writing 2015 68% 70% 87% * 100% 88% * - - * * 89% - 95% 75% -
      2014 71% 73% 83% - 58% 86% * - - * 63% 73% * 97% 68% -
     
          Science 2015 75% 77% 79% - 67% 81% * - - * 50% 73% * 76% 81% -
      2014 77% 80% 77% * 71% 80% * - - 71% * 64% - 77% 77% -
     
          Social Studies 2015 74% 78% 75% - 100% 73% * - - * * 67% - 70% 85% -
      2014 75% 79% 75% * 67% 77% * - - * * 77% - 68% 82% -
     
    STAAR Percent at Final Level II or Above
       All Grades
          All Subjects 2015 38% 41% 44% * 31% 45% 46% - - 36% 20% 39% * 44% 44% -
      2014 39% 42% 43% * 25% 46% 40% - - 53% 34% 33% * 45% 41% -
     
          Reading 2015 40% 44% 53% * 45% 54% * - - 50% 27% 49% * 55% 51% -
      2014 42% 46% 56% * 41% 57% 67% - - 85% 42% 48% * 61% 50% -
     
          Mathematics 2015 36% 37% 34% * 19% 37% * - - * 19% 29% * 32% 38% -
      2014 37% 38% 38% * 24% 41% * - - 44% 47% 26% * 41% 35% -
     
          Writing 2015 31% 34% 51% * 33% 53% * - - * * 44% - 65% 29% -
      2014 34% 36% 44% - 17% 49% * - - * 25% 33% * 55% 32% -
     
          Science 2015 40% 43% 35% - 17% 38% * - - * 21% 25% * 31% 40% -
      2014 40% 44% 27% * 0% 34% * - - 29% * 11% - 23% 34% -
     
          Social Studies 2015 41% 45% 40% - 33% 41% * - - * * 43% - 33% 52% -
      2014 38% 43% 30% * 22% 34% * - - * * 36% - 13% 46% -
     
    STAAR Percent at Level III Advanced
       All Grades
          All Subjects 2015 14% 16% 15% * 7% 17% 15% - - 0% 8% 10% * 15% 15% -
      2014 14% 15% 14% * 7% 16% 20% - - 14% 9% 9% * 15% 13% -
     
          Reading 2015 15% 17% 19% * 10% 21% * - - 0% 8% 14% * 22% 16% -
      2014 14% 16% 18% * 11% 19% 17% - - 15% 15% 10% * 20% 15% -
     
          Mathematics 2015 14% 14% 13% * 7% 14% * - - * 5% 9% * 12% 14% -
      2014 15% 16% 16% * 9% 17% * - - 11% 5% 12% * 17% 15% -
     
          Writing 2015 8% 9% 18% * 0% 20% * - - * * 4% - 28% 4% -
      2014 6% 7% 12% - 8% 10% * - - * 13% 7% * 13% 11% -
     
          Science 2015 14% 15% 13% - 6% 15% * - - * 21% 8% * 5% 21% -
      2014 13% 14% 8% * 0% 10% * - - 0% * 8% - 6% 9% -
     
          Social Studies 2015 18% 20% 7% - 0% 8% * - - * * 0% - 4% 11% -
      2014 15% 17% 8% * 0% 10% * - - * * 5% - 5% 10% -
     
    STAAR Participation (All Grades)
          All Tests 2015 99% 99% 100% 100% 100% 100% 100% - - 100% 100% 100% 100% 100% 100% -
      2014 99% 99% 100% 100% 100% 100% 100% - - 100% 98% 100% 100% 100% 100% -
     
          Reading 2015 99% 99% 100% 100% 100% 100% 100% - - 100% 100% 100% 100% 100% 100% -
      2014 99% 99% 100% * 100% 100% 100% - - 100% 96% 100% * 100% 99% -
     
          Mathematics 2015 99% 100% 100% 100% 100% 100% 100% - - 100% 100% 100% 100% 100% 100% -
      2014 99% 99% 100% * 100% 100% 100% - - 100% 100% 100% * 100% 100% -
     
          Writing 2015 99% 99% 100% 100% 100% 100% 100% - - 100% 100% 100% - 100% 100% -
      2014 99% 99% 100% - 100% 100% * - - * 100% 100% * 100% 100% -
     
          Science 2015 99% 99% 99% - 100% 99% 100% - - 100% 100% 100% 100% 98% 100% -
      2014 99% 99% 100% * 100% 100% * - - 100% 100% 100% - 100% 100% -
     
          Social Studies 2015 99% 98% 99% - 100% 98% 100% - - 100% 100% 100% - 98% 100% -
      2014 99% 99% 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% 98% 100% - * 100% - - - * 100% 100% * 100% 100% -
          % STAAR/EOC With No Accommodations 2015 17% 20% 12% - * 5% - - - * 12% 9% * 12% 11% -
          % STAAR/EOC With Accommodations 2015 71% 68% 73% - * 76% - - - * 73% 73% * 82% 56% -
          % STAAR Alternate2 2015 10% 10% 15% - * 19% - - - * 15% 18% * 6% 33% -
       % of Non-Participants 2015 2% 2% 0% - * 0% - - - * 0% 0% * 0% 0% -
     
    Mathematics Tests
       % of Participants 2015 99% 99% 100% - * 100% - - - * 100% 100% * 100% 100% -
          % STAAR/EOC With No Accommodations 2015 13% 16% 5% - * 0% - - - * 5% 0% * 0% 11% -
          % STAAR/EOC With Accommodations 2015 74% 72% 76% - * 78% - - - * 76% 78% * 92% 56% -
          % STAAR Alternate2 2015 11% 10% 19% - * 22% - - - * 19% 22% * 8% 33% -
       % of Non-Participants 2015 1% 1% 0% - * 0% - - - * 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.
     
     
    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 2014-15 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.

      All
    Students
    African
    American
    Hispanic White American
    Indian
    Asian Pacific
    Islander
    Two or More
    Races
    Econ
    Disadv
    Special
    Ed
    ELL (Current & Monitored) ELL +
    Performance Status ‡
    Target 83% 83% 83% 83%         83% 83% 83%  
    Reading Y   N Y n/a n/a n/a n/a Y     n/a
    Mathematics N   N Y n/a n/a n/a n/a N     n/a
     
    Participation Status ‡
    Target 95% 95% 95% 95%         95% 95%   95%
    Reading Y   Y Y n/a n/a n/a n/a Y   n/a  
    Mathematics Y   Y Y n/a n/a n/a n/a Y   n/a  
     
    Federal Graduation Status (Target: See Reason Codes)
    Graduation Target Met Y       n/a n/a n/a n/a     n/a  
    Reason Code *** a       n/a n/a n/a n/a     n/a  
     
    District: Met Federal Limits on Alternative Assessments
    Reading                        
    Alternate 1% Y                      
    Number Proficient *                      
    Total Federal Cap Limit *                      
    Mathematics                        
    Alternate 1% Y                      
    Number Proficient *                      
    Total Federal Cap Limit *                      
     
     
    '‡'   Results for grade 3-8 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 = Four-year Graduation Rate Target of 83%
          c = Safe Harbor Target of a 10% decrease in difference from the prior year rate and the goal
          d = Five-year 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.
      All
    Students
    African
    American
    Hispanic White American
    Indian
    Asian Pacific
    Islander
    Two or More
    Races
    Econ
    Disadv
    Special
    Ed
    ELL 
    (Current & Monitored)
    ELL
    (Current)
    Performance Rates ‡
     
                             
    Reading
    # at Phase-in Satisfactory Standard 250 * 31 207 * - - 8 96 12 * n/a
    Total Tests 288 * 38 235 * - - 10 113 23 * *
    % at Phase-in Satisfactory Standard 87% * 82% 88% * - - 80% 85% 52% * n/a
    Mathematics
    # at Phase-in Satisfactory Standard 179 * 15 157 * - - * 63 9 * n/a
    Total Tests 223 * 25 188 * - - * 90 18 * *
    % at Phase-in Satisfactory Standard 80% * 60% 84% * - - * 70% 50% * n/a
    Writing
    # at Phase-in Satisfactory Standard 60 * 6 51 * - - * 23 * * n/a
    Total Tests 69 * 6 58 * - - * 26 * * -
    % at Phase-in Satisfactory Standard 87% * 100% 88% * - - * 88% * * n/a
    Science
    # at Phase-in Satisfactory Standard 83 - 12 67 * - - * 28 7 * n/a
    Total Tests 104 - 18 81 * - - * 38 13 * *
    % at Phase-in Satisfactory Standard 80% - 67% 83% * - - * 74% 54% * n/a
    Social Studies
    # at Phase-in Satisfactory Standard 54 - 6 46 * - - * 14 * - n/a
    Total Tests 71 - 6 62 * - - * 21 * - -
    % at Phase-in Satisfactory Standard 76% - 100% 74% * - - * 67% * - n/a
     
    Participation Rates ‡
     
                             
    Reading: 2014-2015 Assessments
    Number Participating 301 * 40 246 * - - 10 119 26 n/a *
    Total Students 301 * 40 246 * - - 10 119 26 n/a *
    Participation Rate 100% * 100% 100% * - - 100% 100% 100% n/a *
    Mathematics: 2014-2015 Assessments
    Number Participating 236 * 27 199 * - - 6 96 21 n/a *
    Total Students 236 * 27 199 * - - 6 96 21 n/a *
    Participation Rate 100% * 100% 100% * - - 100% 100% 100% n/a *
     
     
    '‡'    Results for grade 3-8 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.
      All
    Students
    African
    American
    Hispanic White American
    Indian
    Asian Pacific
    Islander
    Two or More
    Races
    Econ
    Disadv
    Special
    Ed
    ELL
    (Ever HS)
    ELL
    (Current)
    Federal Graduation Rates
    4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2014
    Number Graduated 22 - * 17 * - - * 12 * * n/a
    Total in Class 24 - * 19 * - - * 13 * * -
    Graduation Rate 91.7% - * 89.5% * - - * 92.3% * * n/a
    4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2013
    Number Graduated 33 - * 27 - - - * 11 * - n/a
    Total in Class 34 - * 28 - - - * 12 * - -
    Graduation Rate 97.1% - * 96.4% - - - * 91.7% * - n/a
    5-year Extended Graduation Rate (Gr 9-12): Class of 2013
    Number Graduated 33 - * 27 - - - * 11 * - n/a
    Total in Class 34 - * 28 - - - * 12 * - -
    Graduation Rate 97.1% - * 96.4% - - - * 91.7% * - n/a
     
    District: Met Federal Limits on Alternative Assessments
    Reading
    Number Proficient *                      
    Total Federal Cap Limit *                      
    Mathematics
    Number Proficient *                      
    Total Federal Cap Limit *                      
     
     
    '*'    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.
     
    Source: 2015 Accountability Federal System Safeguards Report
     
     
     
    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%.

    Results available at campus level only.
     
     
    A high-performance 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.

    Results available at campus level only.
     
     
    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 Full-Time Equivalent (FTE) count of teachers with no degree, bachelor’s, master’s, and doctorate degrees.

      ----------------- District ----------------- ----------------- State -----------------
      Number Percent Number Percent
    No Degree 0.0 0.0% 2,980.2 0.9%
    Bachelors 30.2 80.0% 257,146.2 75.1%
    Masters 7.5 20.0% 79,997.8 23.4%
    Doctorate 0.0 0.0% 2,067.7 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 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.

     
    All Campuses
    Core Academic Subject Areas

      General 
    Education
    Special 
    Education
    Total
     
     
    Total Number of Teachers   27 0 27
    Total Number of Classes   94 9 103
    Number of Classes Taught by Highly Qualified Teachers Number 93 9 102
    Percent 98.94% 100.00% 99.03%
    Number of Classes Taught by Not Highly Qualified Teachers Number 1 0 1
    Percent 1.06% 0.00% 0.97%
     
     
    Number of Core Academic Teachers Who Are Teaching on the Following Permits

      ------------ Number of Teachers ------------
      Elem 
    (PK-6)
    secondary 
    (7-12)
    Emergency (for certified personnel) 0 0
    Emergency (for uncertified personnel) 0 0
    Non-renewable 0 0
    Temporary Classroom Assignment 0 0
    District Teaching 0 0
    Temporary 0 0
     
     
    Number of Core Academic Teachers with a Probationary Certificate Enrolled in an Alternative Certification

      ------------ Number of Teachers ------------
      General Education Special Education
    Highly Qualified 0 0
    Not Highly Qualified 0 0
     
     
    Core Academic Subject Areas

    Report Not Required
    Number of Core Academic Teachers Who Are Teaching on the Following Permits

    Report Not Required
    Number of Core Academic Teachers with a Probationary Certificate Enrolled in an Alternative Certification

    Report Not Required
     
     
    Low Poverty Campuses
    Core Academic Subject Areas

      General 
    Education
    Special 
    Education
    Total
     
     
    Total Number of Teachers   27 0 27
    Total Number of Classes   94 9 103
    Number of Classes Taught by Highly Qualified Teachers Number 93 9 102
    Percent 98.94% 100.00% 99.03%
    Number of Classes Taught by Not Highly Qualified Teachers Number 1 0 1
    Percent 1.06% 0.00% 0.97%
     
     
    Number of Core Academic Teachers Who Are Teaching on the Following Permits

      ------------ Number of Teachers ------------
      Elem 
    (PK-6)
    secondary 
    (7-12)
    Emergency (for certified personnel) 0 0
    Emergency (for uncertified personnel) 0 0
    Non-renewable 0 0
    Temporary Classroom Assignment 0 0
    District Teaching 0 0
    Temporary 0 0
     
     
    Number of Core Academic Teachers with a Probationary Certificate Enrolled in an Alternative Certification

      ------------ Number of Teachers ------------
      General Education Special Education
    Highly Qualified 0 0
    Not Highly Qualified 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 2011-12 school year who attended a public or independent college or university in Texas in the 2012-13 academic year.

    Year Enrolled in Higher Education District Region 11 State
    2012-13 75.8% 57.0% 56.9%
    2011-12 47.6% 56.7% 57.3%
    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 Subject Student Group %
    Below Basic
    %
    At or Above
    Basic
    %
    At or Above
    Proficient
    %
    At or Above
    Advanced
    Grade 4 Reading Overall 36 64 31 7
        American Indian n/a n/a n/a n/a
        Asian 13 87 66 30
        Black 49 51 17 2
        Hispanic 44 56 22 3
        White 18 82 50 13
        Students with Disabilities 71 29 11 2
        English Language Learners 59 41 12 2
        National School Lunch Program 46 54 20 3
     
      Mathematics Overall 14 86 44 8
        American Indian n/a n/a n/a n/a
        Asian 3 97 82 36
        Black 24 76 29 2
        Hispanic 16 84 37 4
        White 7 93 60 15
        Students with Disabilities 41 59 18 2
        English Language Learners 23 77 28 2
        National School Lunch Program 19 81 30 2
     
    Grade 8 Reading Overall 28 72 28 2
        American Indian n/a n/a n/a n/a
        Asian 12 88 55 12
        Black 38 62 19 2
        Hispanic 35 65 19 1
        White 14 86 43 4
        Students with Disabilities 70 30 5 n/a
        English Language Learners 71 29 2 n/a
        National School Lunch Program 36 64 18 1
     
      Mathematics Overall 25 75 32 7
        American Indian n/a n/a n/a n/a
        Asian 5 95 67 25
        Black 43 57 16 2
        Hispanic 31 69 23 4
        White 12 88 48 12
        Students with Disabilities 62 38 8 1
        English Language Learners 60 40 6 n/a
        National School Lunch Program 34 66 20 3
     
    State Level: 2015 Participation Rates for Students with Disabilities and Limited English Proficient Students

    Grade Subject Student Group %
    Grade 4 Reading Students with Disabilities 72
        Limited English Proficient 92
     
      Mathematics Students with Disabilities 80
        Limited English Proficient 95
     
    Grade 8 Reading Students with Disabilities 81
        Limited English Proficient 95
     
      Mathematics Students with Disabilities 81
        Limited English Proficient 90
     
    Source: TEA Division of Student Assessment