Texas Education Agency 2014­15 Federal Report Card for Texas Public Schools Campus Name: INGLESIDE H S Campus ID: 205903001 District Name: INGLESIDE 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 2014­15 school year. These results include all students tested, whether or not they were in the accountability subset.

African   State District Campus AmericanHispanic STAAR Percent at Phase­in 1 Level II or Above    End of Course       English I 2015 66% 70% 72% 86% 68%   2014 65% 65% 67% * 64%         English II 2015 69% 71% 71% 86% 66%   2014 68% 68% 68% * 64%         Algebra I 2015 77% 76% 77% 100% 72%   2014 79% 67% 64% * 67%         Biology 2015 88% 87% 88% * 87%   2014 88% 82% 84% * 82%         U.S. History 2015 88% 88% 88% * 88%   2014 92% 89% 89% * 87%      All Grades       All Subjects 2015 73% 74% 78% 85% 75%   2014 75% 76% 74% 50% 72%         Reading 2015 74% 72% 71% 86% 67%   2014 75% 75% 67% * 64%         Mathematics 2015 73% 75% 77% 100% 72%   2014 76% 77% 64% * 67%         Science 2015 75% 78% 88% * 87%   2014 77% 73% 84% * 82%  

Two or American Pacific More Special Econ White Indian Asian Islander Races Ed Disadv ELL Female Male Migrant 79% 72%

* ­

* *

­ ­

* *

31% 59%

67% 62%

* *

82% 70%

64% 64%

* *

79% 77%

­ *

* *

­ ­

* *

50% 46%

70% 62%

* *

70% 70%

71% 66%

* ­

81% 62%

* ­

* *

­ ­

* *

27% 38%

76% 62%

75% *

83% 71%

72% 59%

­ *

92% 89%

* ­

* 83%

­ ­

* *

41% 77%

84% 83%

* 67%

92% 83%

85% 85%

­ *

90% 95%

­ *

63% *

­ ­

* 100%

78% 78%

89% 90%

50% *

88% 82%

87% 96%

­ ­

84% 78%

* *

53% 62%

­ ­

79% 82%

40% 58%

76% 70%

41% 37%

83% 75%

74% 73%

* *

79% 74%

* *

* 60%

­ ­

78% 63%

37% 53%

68% 62%

* 29%

77% 70%

67% 65%

* *

81% 62%

* ­

* *

­ ­

* *

27% 38%

76% 62%

75% *

83% 71%

72% 59%

­ *

92% 89%

* ­

* 83%

­ ­

* *

41% 77%

84% 83%

* 67%

92% 83%

85% 85%

­ *

      Social Studies 2015 74% 78%   2014 75% 85%   STAAR Percent at Final Level II or Above    All Grades       All Subjects 2015 38% 36%   2014 39% 34%         Reading 2015 40% 36%   2014 42% 38%         Mathematics 2015 36% 36%   2014 37% 35%         Science 2015 40% 39%   2014 40% 30%         Social Studies 2015 41% 38%   2014 38% 40%   STAAR Percent at Level III Advanced    All Grades       All Subjects 2015 14% 11%   2014 14% 10%         Reading 2015 15% 11%   2014 14% 10%         Mathematics 2015 14% 12%   2014 15% 13%         Science 2015 14% 8%   2014 13% 6%         Social Studies 2015 18% 14%   2014 15% 13%   STAAR Participation (All Grades)       All Tests 2015   2014         Reading 2015   2014         Mathematics 2015   2014         Science 2015

88% 89%

* *

88% 87%

90% 95%

­ *

63% *

­ ­

* 100%

78% 78%

89% 90%

50% *

88% 82%

87% 96%

­ ­

37% 31%

37% 17%

33% 26%

43% 40%

* *

11% 19%

­ ­

37% 27%

14% 22%

32% 27%

2% 5%

39% 28%

35% 34%

* *

37% 36%

50% *

34% 32%

43% 45%

* *

* 20%

­ ­

22% 38%

18% 33%

32% 32%

* 0%

42% 39%

33% 34%

* *

22% 7%

17% *

20% 5%

25% 9%

* ­

* *

­ ­

* *

9% 15%

22% 5%

13% *

25% 5%

20% 7%

­ *

44% 31%

* *

38% 21%

54% 50%

* ­

* 33%

­ ­

* *

12% 8%

35% 28%

* 11%

46% 23%

42% 39%

­ *

45% 43%

* *

42% 37%

53% 53%

­ *

13% *

­ ­

* 38%

11% 11%

37% 37%

0% *

37% 23%

55% 59%

­ ­

6% 3%

4% 0%

3% 1%

9% 5%

* *

5% 4%

­ ­

26% 9%

0% 3%

4% 2%

0% 0%

6% 3%

6% 3%

* *

3% 3%

0% *

1% 0%

5% 6%

* *

* 10%

­ ­

11% 13%

0% 7%

1% 2%

* 0%

3% 4%

2% 2%

* *

3% 1%

0% *

3% 1%

5% 2%

* ­

* *

­ ­

* *

0% 0%

5% 1%

0% *

1% 1%

5% 1%

­ *

7% 2%

* *

4% 2%

11% 3%

* ­

* 0%

­ ­

* *

0% 0%

3% 2%

* 0%

8% 2%

6% 2%

­ *

16% 6%

* *

10% 3%

20% 10%

­ *

13% *

­ ­

* 13%

0% 0%

11% 5%

0% *

13% 1%

19% 10%

­ ­

99% 99%

99% 99%

97% 99%

90% 86%

97% 99%

99% 99%

100% *

76% 100%

­ ­

100% 100%

99% 96%

97% 99%

85% 100%

96% 99%

98% 99%

100% *

99% 99%

98% 100%

96% 99%

88% 82%

97% 100%

98% 99%

100% *

54% 100%

­ ­

100% 100%

100% 94%

95% 99%

70% 100%

93% 99%

98% 99%

100% *

99% 99%

99% 100%

98% 99%

100% *

97% 99%

97% 100%

100% ­

100% *

­ ­

100% *

100% 100%

98% 99%

100% 100%

95% 99%

99% 100%

­ *

99%

99%

98%

75%

97%

100%

100%

100%

­

100%

100%

99%

100%

98%

98%

­

          Social Studies    

2014

99%

100%

99%

*

99%

100%

­

100%

­

*

100%

99%

100%

98%

100%

*

2015 2014

99% 99%

99% 96%

99% 99%

100% *

98% 99%

100% 98%

­ *

100% 100%

­ ­

100% 100%

90% 90%

98% 98%

100% 100%

99% 99%

99% 99%

­ ­

100%

100%

­

100%

100%

­

21%

24%

­

9%

26%

­

74% 5% 0%

76% 0% 0%

­ ­ ­

73% 18% 0%

74% 0% 0%

­ ­ ­

100%

100%

­

100%

100%

­

27%

17%

­

14%

33%

­

64% 9% 0%

83% 0% 0%

­ ­ ­

57% 29% 0%

67% 0% 0%

­ ­ ­

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% ­ ­ ­ *       % STAAR/EOC With No Accommodations 2015 17% 17% 21% * 27% 17% ­ ­ ­ *       % STAAR/EOC With Accommodations 2015 71% 69% 74% * 68% 75% ­ ­ ­ *       % STAAR Alternate2 2015 10% 13% 5% * 5% 8% ­ ­ ­ *    % of Non­Participants 2015 2% 1% 0% * 0% 0% ­ ­ ­ *   Mathematics Tests    % of Participants 2015 99% 98% 100% ­ 100% 100% ­ ­ ­ *       % STAAR/EOC With No Accommodations 2015 13% 18% 27% ­ 36% 14% ­ ­ ­ *       % STAAR/EOC With Accommodations 2015 74% 65% 64% ­ 57% 71% ­ ­ ­ *       % STAAR Alternate2 2015 11% 15% 9% ­ 7% 14% ­ ­ ­ *    % of Non­Participants 2015 1% 2% 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 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.

  Performance Status ‡ Target Reading

All African Students American Hispanic 83% N

83%  

83% N

White

American Indian

83% N

  n/a

Asian

Pacific Islander

Two or More Races

Econ Disadv

  n/a

  n/a

  n/a

83% N

ELL Special (Current & Ed Monitored) 83%  

83%  

ELL +   n/a

Mathematics N   N Y n/a n/a n/a n/a N   Participation Status ‡ Target 95% 95% 95% 95%         95% Reading Y   Y Y n/a n/a n/a n/a Y Mathematics Y   Y Y n/a n/a n/a n/a Y   Federal Graduation Status (Target: See Reason Codes) Graduation Target Met Y   Y Y n/a n/a n/a n/a Y Reason Code *** a   a b n/a n/a n/a n/a b   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 # at Phase­in Satisfactory Standard

All African Students American Hispanic

American Indian

White

Two or Pacific More Econ Islander Races Disadv

Asian

 

 

n/a

95%    

  n/a n/a

95%    

   

n/a n/a

   

               

               

               

ELL  Special (Current & ELL Ed Monitored) (Current)

 

 

 

 

 

 

 

 

 

 

 

 

311 432 72%

12 14 86%

171 251 68%

121 152 80%

* * *

* * *

­ ­ ­

5 7 71%

152 221 69%

12 34 35%

8 28 29%

n/a * n/a

149 187 80%

6 6 100%

82 109 75%

56 66 85%

* * *

* * *

­ ­ ­

* * *

70 91 77%

6 19 32%

9 13 69%

n/a 8 n/a

­

­

­

­

­

­

­

­

­

­

­

n/a

Total Tests ­ ­ ­ ­ ­ ­ ­ ­ % at Phase­in Satisfactory Standard ­ ­ ­ ­ ­ ­ ­ ­ Science # at Phase­in Satisfactory Standard 160 * 94 59 * * ­ * Total Tests 180 * 106 65 * * ­ * % at Phase­in Satisfactory Standard 89% * 89% 91% * * ­ * Social Studies # at Phase­in Satisfactory Standard 148 * 78 58 ­ 5 ­ * Total Tests 167 * 88 65 ­ 6 ­ * % at Phase­in Satisfactory Standard 89% * 89% 89% ­ 83% ­ *   Participation Rates ‡                     Reading: 2014­2015 Assessments Number Participating 460 14 262 161 * 13 ­ ** Total Students 472 16 269 164 * 13 ­ ** Participation Rate 97% 88% 97% 98% * 100% ­ 100% Mathematics: 2014­2015 Assessments Number Participating 201 6 116 73 * * ­ * Total Students 206 6 119 75 * * ­ * Participation Rate 98% 100% 97% 97% * * ­ *     '‡'    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.

All African Students American Hispanic

  White Federal Graduation Rates 4­year Longitudinal Cohort Graduation Rate (Gr 9­12): Class of 2014 Number Graduated 126 ** 55 54 Total in Class 138 ** 59 62 Graduation Rate 91.3% 100.0% 93.2% 87.1% 4­year Longitudinal Cohort Graduation Rate (Gr 9­12): Class of 2013 Number Graduated 126 * 48 64 Total in Class 134 * 56 64 Graduation Rate 94.0% * 85.7% 100.0% 5­year Extended Graduation Rate (Gr 9­12): Class of 2013 Number Graduated 128 * 50 64 Total in Class 134 * 56 64 Graduation Rate 95.5% * 89.3% 100.0%   District: Met Federal Limits on Alternative Assessments Reading

American Indian

Two or Pacific More Islander Races

Asian

­ ­

­ ­

­ ­

­ n/a

69 83 83%

6 15 40%

8 11 73%

n/a 7 n/a

70 79 89%

6 8 75%

7 11 64%

n/a 7 n/a

 

 

 

 

234 242 97%

38 38 100%

n/a n/a n/a

27 27 100%

96 98 98%

22 22 100%

n/a n/a n/a

8 8 100%

Econ Disadv

Special Ed

ELL ELL (Ever HS) (Current)

­ ­ ­

* * *

­ 8 ­ 8 ­100.0%

39 47 83.0%

10 12 83.3%

* * *

n/a * n/a

­ ­ ­

* * *

­ 8 ­ 8 ­100.0%

44 48 91.7%

17 20 85.0%

­ ­ ­

n/a ­ n/a

­ ­ ­

* * *

­ 8 ­ 8 ­100.0%

46 47 97.9%

17 20 85.0%

­ ­ ­

n/a ­ n/a

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.  

   

   

   

   

   

   

   

   

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: No  Priority School Reason: N/A  Focus School Identification: No Focus School Reason: N/A 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

2.0 26.0 8.6 1.0

District  Percent 3.2% 83.1% 12.9% 0.7%

5.3% 69.2% 22.8% 2.7%

  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 low­poverty 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

16 137 137 100.00% 0 0.00%

2 11 11 100.00% 0 0.00%

18 148 148 100.00% 0 0.00%

   

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

  Emergency (for certified personnel) Emergency (for uncertified personnel) 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 2 2 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. Year Enrolled in Higher Education 2012­13 2011­12

Campus 48.8% 45.7%

District 48.8% 45.7%

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    

Subject Reading    

Student Group Overall American Indian Asian

% Below Basic 36 n/a 13

% At or Above Basic 64 n/a 87

% At or Above Proficient 31 n/a 66

% At or Above Advanced 7 n/a 30

                                  Grade 8                                      

           

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

49 44 18 71 59 46

51 56 82 29 41 54

17 22 50 11 12 20

2 3 13 2 2 3

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

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

81

         

Source: TEA Division of Student Assessment

 

Limited English Proficient

95

Mathematics  

Students with Disabilities Limited English Proficient

81 90