Federal Report Card
The State and Local Educational Agency (LEA) Federal Report Cards are available.
For some districts and campuses, small data cells are masked in order to protect student confidentiality. When this is the case, the reports may display an asterisk (*) or a percentage preceded by a less than or greater than symbol (
LEAs may save the PDF files locally for posting on LEA/campus websites.
Information Included on the Federal Report Card
Part (i): General Description of the Texas State Accountability System
- (I) the minimum number of students that the State determines are necessary to be included in each of the subgroups of students for use in the accountability system;
- (II) the long-term goals and measurements of interim progress for all students and for each of the subgroups of students;
- (III) the indicators used to meaningfully differentiate all public schools in the State;
- (IV) the State’s system for meaningfully differentiating all public schools in the State, including—
- (aa) the specific weight of the indicators in such differentiation;
- (bb) the methodology by which the State differentiates all such schools;
- (cc) the methodology by which the State differentiates a school as consistently underperforming for any subgroup of students; and
- (dd) the methodology by which the State identifies a school for comprehensive support and improvement;
- (V) the number and names of all public schools in the State identified by the State for comprehensive support and improvement or implementing targeted support and improvement plans;
- (VI) the exit criteria established by the State, including the length of years established.
Part (ii): Student Achievement by Proficiency Level
This section provides information on student achievement on the STAAR (State of Texas Assessments of Academic Readiness) performance for mathematics, ELA/reading, and science by grade level and proficiency level for the 2017–18 school year. These results include all students tested, regardless of whether they were in the accountability subset.
Part (iii)(I): Academic Growth
This section provides information on students’ academic growth for mathematics and ELA/reading for public elementary schools and secondary schools which don’t have a graduation rate. These results include all students tested, regardless of whether they were in the accountability subset.
Part (iii)(II): Graduation Rate
This section provides information on high school graduation rates.
Part (iv): English Language Proficiency
This section provides information on the number and percentage of English learners achieving English language proficiency.
Part (v): School Quality or Student Success (SQSS)
This section provides information on the other indicator of school quality or student success, which is college, career and military readiness (CCMR) for high schools and average performance rate of the three STAAR performance levels of all students, regardless of whether they were in the accountability subset, for elementary and secondary schools without a graduation rate.
Part (vi): Goal Meeting Status
This section provides information on the progress of all students and each student group toward meeting the long-term goals or interim objectives on STAAR academic performance, federal graduation rate, and English learners’ language proficiency.
Part (vii): STAAR Participation
This section provides the percentage of students assessed and not assessed for mathematics, ELA/reading, and science.
Part (viii): Civil Rights Data
Part (viii)(I) The section provides information submitted by school districts to the Office for Civil Rights on measures of school quality, climate, and safety.
Part (viii)(II) This section provides information submitted by school districts to the Office for Civil Rights on the number and percentage of students enrolled in preschool programs and accelerated coursework to earn postsecondary credit while still in high school.
Part (ix): Teacher Quality Data
This section provides information on the professional qualifications of teachers, including information disaggregated by high- and low-poverty schools on the number and percentage of (I) inexperienced teacher, principals, and other school leaders; (II) teachers teaching with emergency or provisional credentials; and (III) teachers who are not teaching in the subject or field for which the teacher is certified or licensed.
Part (x): Per-pupil Expenditure
This section provides information on the per-pupil expenditures of federal, state, and local funds, including actual personnel expenditures and actual non-personnel expenditures, disaggregated by source of funds, for each school district and campus for the preceding fiscal year.
Texas will delay reporting information on per-pupil expenditures until the 2018–19 school year.
Part (xi): STAAR Alternate 2 Participation
This section provides information on the number and percentage of students with the most-significant cognitive disabilities who take STAAR Alternate 2, by grade and subject.
Part (xii): Statewide National Assessment of Educational Progress (NAEP)
This section provides results on the state academic assessments in reading and mathematics in grades 4 and 8 of the National Assessment of Educational Progress, compared to the national average of such results.
Part (xiii): Cohort Rate of Graduates Enrolled in Postsecondary Education
This section provides information on the cohort rate at which students who graduate from the high school enroll, for the first academic year that begins after the student’s graduation, in (I) programs of public postsecondary education in Texas; and (II) programs of private postsecondary education in Texas or programs of postsecondary education outside Texas.
Data not available for the 2017-18 school year.
Dissemination of the Federal Report Card
Each LEA that receives Title I, Part A funding is responsible for disseminating the state, LEA and campus-level report cards to 1) all LEA campuses, 2) parents of all enrolled students, and 3) the general public via widely available public means such as posting on the Internet, distribution to the media, or distribution through public agencies.
At a minimum, the LEA must—[Section 1111(h)(2)]
- Post direct links to the State, LEA, and campus report cards on its web site,
- Make hard copies available to parents upon request,
- Make hard copies available for viewing in public locations, and
- Notify parents of all students about the availability of the report cards and the options for obtaining them.
- Provide appropriate translation (either oral or written) upon request.
A sample parent notification letter that LEAs may customize as needed is available below. TEA strongly encourages LEAs to translate the sample letter in a language and format that all parents can understand.
Sample notification letter
Sample notification letter in Spanish (revision forthcoming)
LEAs are not required to use this letter but they must make the federal report card information readily accessible to the public, and LEAs must notify parents of the availability of the federal report card information no later Monday, March 4, 2019.
With questions regarding the federal report card, or for additional information, contact:
Anita Villarreal, Title I, Part A State Director