2014-15 Federal Report Card
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Texas Education Agency 2014-15 Federal Report Card for Texas Public Schools Campus Name: GOLIAD H S Campus ID: 088902001 District Name: GOLIAD ISD 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.
Two or African American Pacific More Special Econ StateDistrictCampusAmericanHispanicWhite Indian AsianIslanderRaces Ed DisadvELLFemaleMaleMigrant STAAR Percent at Phase-in 1 Level II or Above End of Course English I 2015 66% 71% 71% * 63% 77% * * 67% * 78% 66% 2014 65% 64% 64% 78% 57% 70% * * 42% 56% * 73% 55% * English II
2015 69% 70% 2014 68% 66%
70% 66%
71% 71%
64% 53%
75% 75%
*
*
-
* *
* *
60% 51%
* *
77% 62% 69% 65%
-
Algebra I
2015 77% 91% 2014 79% 75%
89% 72%
* 78%
86% 63%
93% 80%
*
-
*
* *
67% 50%
83% 64%
* *
92% 86% 79% 64%
*
Biology
2015 88% 85% 2014 88% 94%
85% 93%
* 100%
82% 89%
87% 98%
-
-
*
*
54% 71%
83% 88%
* *
88% 83% 97% 89%
-
U.S. History 2015 88% 89% 2014 92% 92%
89% 92%
88% 100%
78% 81%
97% 98%
*
* *
-
* *
* *
88% 84%
* *
86% 92% 91% 92%
-
All Grades All Subjects 2015 73% 74% 2014 75% 76%
79% 75%
80% 84%
73% 66%
84% 83%
*
* *
*
73% 71% 83% 76% 65% 50% 81% 70%
*
2015 74% 73% 2014 75% 73%
71% 65%
75% 75%
64% 55%
76% 72%
*
*
*
* *
16% 38%
63% 67% 78% 64% 54% * 71% 60%
*
Mathematics2015 73% 76% 2014 76% 79%
89% 72%
* 78%
86% 63%
93% 80%
*
-
*
* *
67% 50%
83% 64%
* *
92% 86% 79% 64%
*
Science
2015 75% 65% 2014 77% 80%
85% 93%
* 100%
82% 89%
87% 98%
-
-
*
*
54% 71%
83% 88%
* *
88% 83% 97% 89%
-
2015 74% 80% 2014 75% 89%
89% 92%
88% 100%
78% 81%
97% 98%
*
* *
-
* *
* *
88% 84%
* *
86% 92% 91% 92%
-
36% 39%
30% 30%
52% 47%
*
* *
*
89% 30%
6% 11%
28% 14% 45% 39% 25% 0% 41% 35%
*
Reading
Social Studies
STAAR Percent at Final Level II or Above All Grades All Subjects 2015 38% 37% 42% 2014 39% 37% 38% Reading
1 of 8
100% 35% 90% 46%
2015 40% 38% 2014 42% 38%
42% 41%
42% 44%
33% 34%
49% 48%
*
*
*
* *
3% 18%
27% 22% 49% 35% 27% * 47% 35%
*
Mathematics2015 36% 37% 2014 37% 37%
29% 21%
* 22%
20% 18%
36% 27%
*
-
*
* *
0% 5%
23% 19%
* *
37% 22% 26% 15%
*
Science
36% 47%
* 57%
21% 36%
50% 57%
-
-
*
*
15% 0%
14% 27%
* *
42% 31% 47% 47%
-
2015 40% 27% 2014 40% 39%
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2014-15 Federal Report Card
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Two or African American Pacific More Special Econ StateDistrictCampusAmericanHispanicWhite Indian AsianIslanderRaces Ed DisadvELLFemaleMaleMigrant Social Studies
57% 40%
38% 33%
39% 27%
69% 52%
*
* *
-
* *
* *
52% 32%
* *
STAAR Percent at Level III Advanced All Grades All Subjects 2015 14% 13% 10% 2014 14% 12% 4%
8% 0%
4% 4%
15% 4%
*
* *
*
22% 0%
0% 1%
5% 2%
Reading
2015 41% 47% 2014 38% 42%
45% 67% 32% 48%
-
0% 0%
8% 5%
11% 3%
*
2015 15% 13% 2014 14% 10%
3% 2%
0% 0%
1% 3%
5% 1%
*
*
*
* *
0% 3%
1% 2%
0% *
2% 4%
3% 1%
*
Mathematics2015 14% 15% 2014 15% 15%
10% 2%
* 0%
2% 2%
14% 2%
*
-
*
* *
0% 0%
6% 3%
* *
14% 3%
6% 0%
*
Science
2015 14% 10% 2014 13% 10%
15% 7%
* 0%
7% 9%
23% 8%
-
-
*
*
0% 0%
3% 2%
* *
21% 11% 8% 6%
-
2015 18% 20% 2014 15% 14%
24% 6%
13% 0%
15% 3%
32% 10%
*
* *
-
* *
* *
21% 0%
* *
12% 35% 4% 8%
-
*
100% *
*
100% 100%
98% 97%
99% 97%
93% 100% 100% 100% 99% 97%
*
97% 98%
98% 96%
90% 100%
Social Studies
STAAR Participation (All Grades) All Tests 2015 99% 100% 100% 100% 100% 100% 2014 99% 99% 98% 95% 98% 98% Reading
2015 99% 100% 2014 99% 98%
99% 97%
100% 94%
99% 97%
99% 96%
*
*
*
100% *
99% 96%
*
Mathematics
2015 99% 100% 100% 100% 100% 100% 2014 99% 99% 99% 100% 98% 100%
*
-
*
100% 100% 100% 100% 100% 100% * 95% 98% * 98% 100%
*
Science
2015 99% 100% 100% 100% 100% 100% 2014 99% 99% 98% 88% 98% 100%
-
-
*
Social Studies
2015 99% 100% 100% 100% 100% 100% 2014 99% 99% 100% 100% 100% 100%
*
100% *
-
*
99% 98%
100% 100% 100% 100% 100% 100% 95% * 100% 96%
-
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 % STAAR/EOC With No Accommodations % STAAR/EOC With Accommodations % STAAR Alternate2 % of Non-Participants Mathematics Tests % of Participants % STAAR/EOC With No Accommodations % STAAR/EOC With Accommodations % STAAR Alternate2 % of Non-Participants
2015
98%
98%
97%
*
100%
92%
-
-
-
-
97%
94%
-
100%
95%
-
2015
17%
8%
9%
*
0%
8%
-
-
-
-
9%
6%
-
9%
9%
-
2015 2015 2015
71% 10% 2%
87% 3% 2%
85% 3% 3%
* * *
94% 6% 0%
85% 0% 8%
-
-
-
-
85% 3% 3%
81% 6% 6%
-
82% 9% 0%
86% 0% 5%
-
2015
99%
97%
100%
*
*
*
-
-
-
-
100%
*
-
*
100%
-
2015
13%
10%
22%
*
*
*
-
-
-
-
22%
*
-
*
40%
-
2015 2015 2015
74% 11% 1%
84% 3% 3%
78% 0% 0%
* * *
* * *
* * *
-
-
-
-
78% 0% 0%
* * *
-
* * *
60% 0% 0%
-
'?' Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range.
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2014-15 Federal Report Card
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'*' 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.
Two or ELL All African American Pacific More Econ Special (Current & Students American Hispanic White Indian Asian Islander Races Disadv Ed Monitored) ELL + Performance Status ‡ Target 83% 83% 83% 83% 83% 83% 83% Reading N N N n/a n/a n/a n/a N N n/a Mathematics Y Y Y n/a n/a n/a n/a Y n/a Participation Status ‡ Target Reading Mathematics
95% Y Y
95%
95% Y Y
95% Y Y
Federal Graduation Status (Target: See Reason Codes) Graduation Target Y Y Y Met Reason Code *** a a a
n/a n/a
n/a n/a
n/a n/a
n/a n/a
95% Y Y
95% Y
95%
n/a
n/a
n/a
n/a
Y
n/a
n/a
n/a
n/a
n/a
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 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. Two or ELL All African American Pacific More Econ Special (Current & ELL Students American Hispanic White Indian Asian Islander Races Disadv Ed Monitored) (Current) Performance Rates ‡
Reading # at Phase-in Satisfactory Standard Total Tests % at Phase-in Satisfactory Standard
3 of 8
191
**
82
95
-
-
-
*
71
*
6
n/a
266 72%
** 75%
125 66%
124 77%
-
-
-
* *
110 65%
* *
9 67%
8 n/a
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2014-15 Federal Report Card
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Two or ELL All African American Pacific More Econ Special (Current & ELL Students American Hispanic White Indian Asian Islander Races Disadv Ed Monitored) (Current) Mathematics # at Phase-in Satisfactory Standard Total Tests % at Phase-in Satisfactory Standard Writing # at Phase-in Satisfactory Standard Total Tests % at Phase-in Satisfactory Standard Science # at Phase-in Satisfactory Standard Total Tests % at Phase-in Satisfactory Standard Social Studies # at Phase-in Satisfactory Standard Total Tests % at Phase-in Satisfactory Standard
83
*
41
36
-
-
-
*
29
6
*
n/a
91 91%
* *
46 89%
38 95%
-
-
-
* *
34 85%
8 75%
* *
* n/a
-
-
-
-
-
-
-
-
-
-
-
n/a
-
-
-
-
-
-
-
-
-
-
-
n/a
44
*
**
23
-
-
-
-
23
7
*
n/a
51 86%
* *
** 87%
27 85%
-
-
-
-
26 88%
12 58%
* *
n/a
96
6
32
55
-
*
-
*
29
*
*
n/a
106 91%
7 86%
40 80%
56 98%
-
* *
-
* *
33 88%
* *
* *
* n/a
131 131 100%
131 132 99%
-
-
-
* * *
115 116 99%
32 33 97%
n/a n/a n/a
10 10 100%
50 50 100%
42 42 100%
-
-
-
* * *
35 35 100%
9 9 100%
n/a n/a n/a
* * *
Participation Rates ‡
Reading: 2014-2015 Assessments Number Participating 279 ** Total Students 280 ** Participation Rate 100% 100% Mathematics: 2014-2015 Assessments Number Participating 99 * Total Students 99 * Participation Rate 100% *
'‡' 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. 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 4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2014 Number Graduated 93 * 44 45 * * 29 9 * n/a Total in Class 96 * 46 45 * * 29 9 * Graduation Rate 96.9% * 95.7% 100.0% * * 100.0% 100.0% * n/a 4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2013 Number Graduated 85 * 36 46 * * 24 9 * n/a Total in Class 87 * 37 46 * * 24 10 * * Graduation Rate 97.7% * 97.3% 100.0% * * 100.0% 90.0% * n/a 5-year Extended Graduation Rate (Gr 9-12): Class of 2013 Number Graduated 85 * 36 46 * * 24 9 * n/a Total in Class 87 * 37 46 * * 24 10 * * Graduation Rate 97.7% * 97.3% 100.0% * * 100.0% 90.0% * n/a District: Met Federal Limits on Alternative Assessments Reading Number Proficient n/a
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Two or ELL All African American Pacific More Econ Special (Ever ELL Students American Hispanic White Indian Asian Islander Races Disadv Ed HS) (Current) Total Federal Cap n/a Limit Mathematics Number Proficient n/a Total Federal Cap n/a 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%.
Priority School Identification: Priority School Reason: N/A No Focus School Reason: N/A Focus School Identification: No 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.
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 Full-Time Equivalent (FTE) count of teachers with no degree, bachelor’s, master’s, and doctorate degrees.
----------------- Campus ----------------Number Percent No Degree
5 of 8
0.3
0.8%
District Percent 1.2%
State Percent 0.9%
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2014-15 Federal Report Card
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----------------- Campus ----------------Number Percent Bachelors Masters Doctorate
32.7 4.7 0.9
District Percent 82.1% 15.8% 0.9%
84.5% 12.3% 2.4%
State Percent 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 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.
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
Number Percent Number Percent
General Education
Special Education
Total
26 179 179 100.00% 0 0.00%
3 1 1 100.00% 0 0.00%
29 180 180 100.00% 0 0.00%
Number of Core Academic Teachers Who Are Teaching on the Following Permits
Emergency (for certified personnel) Emergency (for uncertified personnel) Non-renewable Temporary Classroom Assignment District Teaching Temporary
------------ Number of Teachers -----------Elem secondary (PK-6) (7-12) 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 0 0 0 0
Source: TEA Division of Federal and State Education Policy
Part V: Graduates Enrolled in Texas Institution of Higher Education (IHE)
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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 2012-13 2011-12
Campus 72.7% 56.0%
District 72.7% 56.0%
State 56.9% 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 Grade 4
Grade 8
7 of 8
% 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
Subject Reading
Student Group Overall American Indian Asian Black Hispanic White Students with Disabilities English Language Learners National School Lunch Program
% Below Basic 36 n/a 13 49 44 18 71 59 46
Mathematics
Overall American Indian Asian Black Hispanic White Students with Disabilities English Language Learners National School Lunch Program
14 n/a 3 24 16 7 41 23 19
86 n/a 97 76 84 93 59 77 81
44 n/a 82 29 37 60 18 28 30
8 n/a 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
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2014-15 Federal Report Card
Grade
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Subject
Student Group
% Below Basic
% At or Above Basic
% At or Above Proficient
% At or Above Advanced
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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