Discipline Data Products

This page last updated October 29, 2024

Overview

The Discipline Action Group Summary Reports provide counts of students and discipline actions by the five discipline action groups at the state, region and district levels.

The data are compiled from the Summer (Collection 3) Submission of the Public Education Information Management System (PEIMS), a statewide data system for public education information in Texas. School districts submit their data, which are defined in a yearly publication, the TSDS TEDS Data Standards. The links related to discipline data available at Data Submission page of the TSDS TEDS Data Standards includes additional details about discipline data.

A PEIMS record (44425 Disciplinary Action Sub-Category) is required for each disciplinary action taken against a student which results in the removal from any part of their regular classroom program. These data are required by TEC Chapter 37 and by IDEA 2004.

These reports include students enrolled in public school districts and charter schools. The reports do not include students in private schools.

The reports are organized based on the following five discipline action groups:

  • ISS (IN-SCHOOL SUSPENSION) - this action group pertains to all in-school suspensions whether full-day or part-day.
  • OSS (OUT-OF-SCHOOL SUSPENSION) - this action group pertains to all out-of-school suspensions whether full-day or part-day.
  • DAEP (Disciplinary Alternative Education Program) - this action group pertains to all actions for students being placed or expelled to an on-campus DAEP or an off-campus DAEP for the current year or for a continuation from the prior year.
  • JJAEP (Juvenile Justice Alternative Education Program) - this action group pertains to all actions for students being placed or expelled to a JJAEP facility for the current year or a continuation from the prior year.
  • EXPUL (EXPULSIONS) - this action group pertains to any expulsions without educational placement for the current year or a continuation from the prior year. This action group does not include any type of expulsion to a DAEP or JJAEP.

The disciplinary action groups are created based on disciplinary action codes. For the disciplinary actions and codes in 2023-24, please see 2023-24 DISCIPLINARY ACTION CODES. For earlier years, please navigate to the desired year from 2023-24 DISCIPLINARY ACTION CODES.

Reported Information

Three Types of Reports

Three different types of reports are available at the state, region and district levels:

1. Counts of Students and Discipline Actions by Discipline Action Groups

This type of report provides counts of students and discipline actions for each discipline action group by student group. The student groups include ethnicity, gender, economic, special education, and at-risk statuses.

  • The “NUMBER OF STUDENTS” column displays enrollment during the entire year, counting a student who was a member (served two hours or more a day) at some point during the year.
  • The “ACTIONS” columns include number of disciplinary action counts. (Please see Action counts and student counts below.)
  • The “STUDENTS” columns include number of students who received disciplinary actions. (Please see Action counts and student counts below.)
  • The “PERCENT” columns include the percentage of students who received disciplinary actions out of all students in the student group (i.e., the numerator is the STUDENT column and the denominator is the NUMBER OF STUDENTS column.)
  • The student groups include ethnicity groups, gender groups, special education, economically disadvantaged, and at-risk.
  • Special education (SPECIAL ED): Students who are participating in a special education instructional and related services program or general education program using special education support services, supplementary aids, or other special arrangements.
  • Economically disadvantaged (ECON. DIS.): Students with an ECONOMIC-DISADVANTAGE-CODE of 01, 02, or 99 (ECONOMIC-DISADVANTAGE-CODE) are classified as economically disadvantaged.
  • At risk: At-risk statuses indicate whether a student is currently identified as “at-risk” of not meeting standards or dropping out of school using state-defined criteria (TEC §29.081, Compensatory and Accelerated Instruction). Local criteria are not included in this indicator code.

2. Counts of DAEP and JJAEP Placement Reason Types

This type of reports provides counts of discipline actions for the following categories by student ethnic and gender group.

  • Discretionary DAEP Placements
  • Mandatory DAEP Placements
  • Discretionary JJAEP Placements
  • Mandatory JJAEP Placements

A placement of a student in a DAEP or a JJAEP can be mandatory or discretionary, depending on the disciplinary action reason. Please see PEIMS Discipline Data - Chart for Determining Mandatory and Discretionary DAEP Placements and Expulsions of the Texas Education Data Standards (TEDS) for more details.

3. Counts of Students and Actions by Discipline Action Reasons

This type of report provides counts of students and discipline actions for each discipline action group by disciplinary action reasons. For the disciplinary action reasons and codes in 2023-24, please see 2023-24 Disciplinary Action Codes. For more detailed code definitions, please see PEIMS Discipline Data - Disciplinary Action Reason Codes and Definitions. For earlier years, please navigate to the desired year from 2023-24 Disciplinary Action Codes.

These reports additionally include counts of students and actions for the cases where mandatory actions were not taken.

Until 2017-18, the same information included in this report was also presented in a different format as Counts of Students and Actions by Discipline Action Groups and Discipline Action Reasons.

Action Counts and Student Counts

One record is created for each disciplinary action taken against a student which results in the removal from any part of their regular classroom program. The discipline records are aggregated as action counts and student counts in the Discipline Action Group Summary Reports.

  • Action counts: Each discipline record is counted as one action. For example, three discipline records of a single student are counted as three actions.
  • Student counts: Each student is counted as one student. For example, one student with three discipline records is counted once.

Note: Certain values are masked to comply with the Family Educational Rights and Privacy Act (FERPA) requirements. Please see the note at the bottom of each report for more details on masking.

This page last updated August 15, 2020

Overview

Discipline Summary Reports include student discipline data in a variety of ways providing overviews of discipline information at the state, region, district or campus level.

The data are compiled from the Summer (Collection 3) Submission of the Public Education Information Management System (PEIMS), a statewide data system for public education information in Texas. School districts submit their data, which are defined in a yearly publication, the TSDS TEDS Data Standards.  The links related to discipline data available at Data Submission page of the TSDS TEDS Data Standards includes additional details about discipline data.

A PEIMS record (44425 Disciplinary Action Sub-Category) is required for each disciplinary action taken against a student which results in the removal from any part of their regular classroom program. These data are required by TEC Chapter 37, and by IDEA 2004, which includes students who are receiving special education and related services.

These reports include students enrolled in public school districts and charter schools. The reports do not include students in private schools.

Reported Information

Action counts, student counts, and incident counts

Action counts: Each discipline record is counted as one action. For example, three discipline records of a single student are counted as three actions.

  • Student counts: Each student is counted as one student. For example, one student with three discipline records is counted once.
  • Incident counts: A disciplinary incident number is generated when an incident results in one or more disciplinary actions for one or more students. In some cases, a student may receive more than one disciplinary action for the same disciplinary offense resulting in a district submitting more than one record for the identical incident number. For example, if three students are involved in an incident that results in two disciplinary actions against each of the three students, the incident adds one to an incident count, three to a student count, and six to an action count.

Types of disciplinary actions

Every disciplinary action that results in the removal of a student from any part of their regular academic program is categorized in one of the following general categories:

  • In-School Suspension (ISS),
  • Out-of-School Suspension (OSS),
  • Expulsion,
  • Juvenile Justice Alternative Education Program (JJAEP), or
  • Disciplinary Alternative Education Program (DAEP) assignments.

Category: The following categories are included under HEADING and HEADING NAME.

Section A - Participation

A01 Cumulative Year End Enrollment (student counts): Enrollment during the entire year, counting a student who was a member (served two hours or more a day) at some point during the year.

  • A02 Discipline Population (student counts): Counts of students who were disciplined at least once during the year.
  • A03 Discipline Record Count (action counts): Counts of disciplinary actions. Districts submit one record for each disciplinary action.

Section B - Discipline Data Trends

  • B01 Count of Students Expelled to JJAEP (student counts): Counts of students who were placed in a JJAEP at least once during the year.
  • B02 Mandatory Expulsions to JJAEP and B03 Discretionary Expulsions to JJAEP (action counts): Counts of actions that resulted in student placements in a JJAEP. A placement of a student in a JJAEP can be mandatory or discretionary, depending on the disciplinary action reason. 
  • B04 Count of Students Expelled (student counts): Counts of students who were expelled, including expulsions to a JJAEP or DAEP and expulsions without specific destinations, at least once during the year.
  • B05 Mandatory Expulsions and B06 Discretionary Expulsions (action counts): Counts of students who were expelled with mandatory or discretionary expulsion actions, including expulsions to a JJAEP or DAEP and expulsions without specific destinations. A DAEP placement or an expulsion of a student can be mandatory or discretionary, depending on the disciplinary action reason. Please see PEIMS Discipline Data - Chart for Determining Mandatory and Discretionary DAEP Placements and Expulsions of the Texas Education Data Standards (TEDS) for more details.
  • B07 Count of Students Removed to a DAEP (student counts): Counts of students who were placed in a DAEP at least once during the year.
  • B08 Mandatory DAEP Removals and B09 Discretionary DAEP Removals (action counts): Counts of actions that resulted in student placements in a DAEP. A placement of a student in a DAEP can be mandatory or discretionary, depending on the disciplinary action reason. Please see PEIMS Discipline Data - Chart for Determining Mandatory and Discretionary DAEP Placements and Expulsions of the Texas Education Data Standards (TEDS) for more details.
  • B10 Count of Students Suspended in School (student counts): Counts of students who were placed in in-school suspension at least once during the year.
  • B13 Students Suspended Out of School (student counts): Counts of students who were placed in out-of-school suspension at least once during the year.

Section C - JJAEP Expulsions

  • C01 to C07 JJAEP Expulsions (action counts): Counts of actions that resulted in student placements in a JJAEP by student ethnicity.

Section D - Expulsion Actions

  • C08 to C14 Expulsion Actions (action counts): Counts of actions that resulted in JJAEP or DAEP placements or expulsions without specific destinations by student ethnicity.

Section E - DAEP Placements

  • C15 to C21 DAEP Placements (action counts): Counts of actions that resulted in DAEP placements by student ethnicity.

Section F - Out of School Suspensions

  • C22 to C28 Out of school suspensions (action counts): Counts of actions that resulted in out-of-school suspensions by student ethnicity.

Section G - In School Suspensions

  • C29 to C35 In school suspensions (action counts): Counts of actions that resulted in in-school suspensions by student ethnicity.

Students Receiving Special Education Services: Sections H through L display the discipline information of students who are participating in a special education instructional and related services program or general education program using special education support services, supplementary aids, or other special arrangements.

Section H - Special Education JJAEP Expulsions

  • D01 Special Education Students Expelled to JJAEP (student counts): Counts of students receiving special education services who were placed in a JJAEP at least once during the year.
  • D02 Special Education Expulsions to JJAEP and D03 Non Special Education Expulsions to JJAEP (action counts): Counts of actions that resulted in JJAEP placements by students’ special education status.

Section I - Special Education Expulsions

  • D04 Special Education Students Expelled (student counts): Counts of student receiving special education services who were expelled, including expulsions to a JJAEP or DAEP and expulsions without a specific destination, at least once during the year.
  • D05 Special Education Expulsions and D06 Non Special Education Expulsions (action counts): Counts of actions that resulted in expulsions, including expulsions to a JJAEP or DAEP and expulsions without a specific destination, by students’ special education status.

Section J - Special Education DAEP Placements

  • D07 Special Education Students DAEP Placement (student counts): Counts of students receiving special education services who were placed in a DAEP at least once during the year.
  • D08 Special Education DAEP Placements and D09 Non Special Education DAEP placements (action counts): Counts of actions that resulted in DAEP placements by students’ special education status.

Section K - Special Education Out of School Suspension

  • D10 Special Education Students Suspended Out of School (student counts): Counts of students receiving special education services who were placed in out-of-school suspension at least once during the year.
  • D11 Special Education Out of School Suspensions and D12 Non Special Education Out of School Suspensions (action counts): Counts of actions that resulted in out-of-school suspensions by students’ special education status.

Section L - Special Education in School Suspensions

  • D13 Special Education Students Suspended in School (student counts): Counts of students receiving special education services who were placed in in-school suspension at least once during the year.
  • D14 Special Education in School Suspensions and D15 Non Special Education in School Suspensions (action counts): Counts of actions that resulted in in-school suspensions by students’ special education status.

Economically disadvantaged: Sections M through Q display the discipline information of economically disadvantaged students. Students with an ECONOMIC-DISADVANTAGE-CODE of 01, 02, or 99 (ECONOMIC-DISADVANTAGE-CODE) are classified as economically disadvantaged. Students with code 00 are classified as non economically disadvantaged.

Section M - Economically Disadvantaged Student JJAEP Placement

  • E01 Economically Disadvantaged Students Expelled to JJAEP (student counts): Counts of students classified as economically disadvantaged who were placed in a JJAEP at least once during the year.
  • E02 Economically Disadvantaged Expulsions to JJAEP, E03 Non Economically Disadvantaged Expulsions to JJAEP, and E04 Unknown Economic Status Expulsion to JJAEP (action counts): Counts of actions that resulted in JJAEP placements by students’ economically disadvantaged status.

Section N - Economically Disadvantaged Student Expulsions

  • E05 Economically Disadvantaged Students Expelled (student counts): Counts of students classified as economically disadvantaged who were expelled, including expulsions to a JJAEP or DAEP and expulsions without a specific destination, at least once during the year.
  • E06 Economically Disadvantaged Expulsions, E07 Non Economically Disadvantaged Expulsions, and E08 Unknown Economic Status Expulsions: (action counts): Counts of actions that resulted in expulsions, including expulsions to a JJAEP or DAEP and expulsions without specific destinations, by economically disadvantaged status.

Section O - Economically Disadvantaged DAEP Placements

  • E09 Economically Disadvantaged Students Placed in DAEP (student counts): Counts of students classified as economically disadvantaged who were placed in a DAEP at least once during the year.
  • E10 Economically Disadvantaged DAEP Placements, E11 Non Economically Disadvantaged DAEP Placements, and E12 Unknown Economic Status DAEP Placements (action counts): Counts of actions that resulted in students’ placement in a DAEP by economically disadvantaged status.

Section P - Economically Disadvantaged Out of School Suspensions

  • E13 Economically Disadvantaged Students Suspended Out of School (student counts): Counts of students classified as economically disadvantaged who were placed in out-of-school suspension at least once during the year.
  • E14 Economically Disadvantaged Out of School Suspensions, E15 Non Economically Disadvantaged Out of School Suspensions, and E16 Unknown Economic Status Out of School Suspensions (action counts): Counts of actions that resulted in students’ out-of-school suspensions by economically disadvantaged status.

Section Q - Economically Disadvantaged In School Suspensions

  • E17 Economically Disadvantaged Students Suspended in School (student counts): Counts of students classified as economically disadvantaged who were placed in in-school suspension at least once during the year.
  • E18 Economically Disadvantaged in School Suspensions, E19 Non Economically Disadvantaged in School Suspensions, and E20 Unknown Economic Status in School Suspensions (action counts): Counts of actions that resulted in students’ in-school suspensions by economically disadvantaged status.

At-risk: Sections R through V display the discipline information based on students’ at-risk status classifications. At-risk statuses indicate whether a student is currently identified as “at-risk” of not meeting standards or dropping out of school using state-defined criteria (TEC §29.081, Compensatory and Accelerated Instruction). Local criteria are not included in this indicator code.

Section R - At Risk Student JJAEP Placement

  • F01 At Risk Students Expelled to JJAEP (student counts): Counts of students classified as at-risk who were placed in a JJAEP at least once during the year.
  • F02 At Risk Expulsions to JJAEP, F03 Non At Risk Expulsions to JJAEP, and F04 Unknown At Risk Status Expulsion to JJAEP (action counts): Counts of actions that resulted in JJAEP placements by students’ at-risk status.

Section S - At Risk Student Expulsions

  • F05 At Risk Students Expelled (student counts): Counts of students classified as at-risk who were expelled, including expulsions to a JJAEP or DAEP and expulsions without a specific destination, at least once during the year.
  • F06 At Risk Expulsions, F07 Non At Risk Expulsions, and F08 Unknown At Risk Status Expulsions (action counts): Counts of actions that resulted in JJAEP placements by students’ economically disadvantaged status.

Section T - At Risk Student DAEP Placement

  • F09 At Risk Students Placed in DAEP (student counts): Counts of students classified as at-risk who were placed in a DAEP at least once during the year.
  • F10 At Risk DAEP Placements, F11 Non At Risk DAEP Placements, and F12 Unknown At Risk Status DAEP Placements (action counts): Counts of actions that resulted in students’ placement in a DAEP by at-risk status.

Section U - At Risk Student Out of School Suspensions

  • F13 At Risk Students Suspended Out of School (student counts): Counts of students classified as at-risk who were placed in out-of-school suspension at least once during the year.
  • F14 At Risk Out of School Suspensions, F15 Non At Risk Out of School Suspensions, and F16 Unknown At Risk Status Out of School Suspensions (action counts): Counts of actions that resulted in students’ out-of-school suspensions by at risk status.

Section V - At Risk In School Suspensions

  • F17 At Risk Students Suspended In School (student counts): Counts of students classified as at-risk who were placed in in-school suspension at least once during the year.
  • F18 At Risk in School Suspensions, F19 Non At Risk in School Suspensions, and F20 Unknown At Risk Status in School Suspensions (action counts): Counts of actions that resulted in students’ in-school suspensions by at-risk status.

Section W - Reason Incident Counts (G01-G59)

Section X - Discipline Action Counts (H01-G61)

Note: Certain values are masked to comply with the Family Educational Rights and Privacy Act (FERPA) requirements. Please see the note at the bottom of each report for more details on masking.

The STAAR Assessment Reports for Students in Discipline Settings are presented for the following tests and assessments: STAAR (Grades 3 through 8), STAAR EOC (End of Course), STAAR Modified (Grades 3 through 8), and STAAR Modified EOC.

For School Year 2011-2012

STAAR was implemented in 2011-2012. Because performance standards were not set in time for the release of these reports, Assessment Reports for Students in Discipline Settings are not available for 2011-2012.

For School Years 2012-2013 and 2013-2014

Statewide Discipline Student Assessment Reports contain statistics based only upon those students who took the primary administration of STAAR, STAAR EOC, STAAR Modified, or STAAR Modified EOC and who also received a disciplinary action of DAEP, JJAEP or Expulsion Without Placement prior to the primary administration of STAAR.

Statewide Assessment Reports for All Students contain statistics based upon all students in Texas who took the primary administration of STAAR, STAAR EOC, STAAR Modified, or STAAR Modified EOC. These reports include students with discipline records and students without discipline records. The assessment statistics in these reports are provided for comparison.

For School Years 2014-2015, 2015-2016 and 2016-2017

Statewide Discipline Student Assessment Reports contain statistics based only upon those students who took the primary administration of STAAR or STAAR EOC and who also received a disciplinary action of DAEP, JJAEP or Expulsion Without Placement prior to the primary administration of STAAR.

Statewide Assessment Reports for All Students contain statistics based upon all students in Texas who took the primary administration of STAAR or STAAR EOC.  These reports include students with discipline records and students without discipline records.  The assessment statistics in these reports are provided for comparison.

STAAR (Grades 3 through 8) Reports

2012-2013
2013-2014
2014-2015
2015-2016
2016-2017

STAAR EOC (End of Course) Reports

2012-2013
2013-2014
2014-2015
2015-2016
2016-2017

STAAR Modified (Grades 3 through 8) Reports

2012-2013
2013-2014

STAAR Modified EOC (End of Course) Reports

2012-2013
2013-2014

Statewide Assessment Reports for All Students with Columns

The Statewide Assessment Reports for All Students  provide information about all students who took the primary administration of a TAKS or SDAA II test, or, who were exempt from all TAKS or SDAA II tests from 2006 through 2007, or, who took the primary administration of TAKS/TAKS-Acc, TAKS-M or TAKS-Alt test, or who were exempt from all TAKS/TAKS-Acc,  TAKS-M or TAKS-Alt tests in the period from 2008 through 2011. The statistics in these reports are based upon both students who have received a disciplinary action and students who have not received a disciplinary action. This information includes:

  •  counts and percentages of students who were tested;

  •  counts and percentages of students who met standards for the TAKS tests or met expectations for the SDAA II tests from 2006 through 2007; or who met the state standards in the period from 2008 through 2011 for TAKS/TAKS-Acc, TAKS-M or TAKS-Alt;

  •   counts and percentages of students who were exempt from testing.

The following reports are included in the Statewide Assessment Reports for All Students:

The lists below contain the columns that appear on these reports. The columns are grouped by report or by type of report. Click on the column name to link to its definition.

GLOSSARY OF COLUMNS

Absent: count of each student who was absent for every test. ARD Exempt: count of each student who received a special education exemption from  his/her Admission, Review, and Dismissal Committee (ARD) for every test.

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Group:     designates a particular student demographic group.

  • All:  indicates the sum of all students ; 
  • American Indian or Alaska Native;
  • Asian;
  • Black or African American;
  • Hispanic/Latino: Hispanic/Latino in combination with one or more of the other ethnic categories;
  • Native Hawaiian/Other Pacific Islander;
  • Two or More Races: A combination of two or more ethnic categories, neither of which is Hispanic/Latino;
  • White;
  • Female;
  • Male;
  • Econ Disadvantage:  Eligible For Free Or Reduced Price Meals, Or Other Economic Disadvantage; 
  • At Risk:  At Risk Of Dropping Out;      
  • LEP:  Limited English Proficiency. 

LEP Exempt:     count of students who received a Limited English Proficiency (LEP) exemption on every test. Met ARD:

  • only on SDAAII reports from 2006-2007.

    •  

  • count of each student who has met the standard of performance set by that student’s Admission, Review and Dismissal Committee(ARD) for the SDAA II test taken.

Met Standard:      

  •  On TAKS All Subjects Combined Report(2006-2007) or TAKS All Subjects Combined Report(2008-2011), count of students who have met the standard of performance set by the State Board of Education for all TAKS tests taken.

    •  

  •  On Individual TAKS Tests by Subject Reports(2006-2007) or Individual TAKS Tests by Subject Reports(2008-2011), count of students who have met the standard of performance set by the State Board of Education for TAKS for the single test displayed in the report.

    •  

  •  On Individual TAKS-M Tests by Subject Reports(2008-2011), count of students who have met the standard of performance set by the State Board of Education for TAKS-M for the single test displayed in the report.

Other: count of students who had answer documents coded with combinations of the “not tested” categories, or had their testing disrupted by illness or other similar events. Percent Absent: calculated as: 

(the value of Absent divided by the value of  Total Students) times 100 .

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Percent ARD Exempt:  calculated as: 

(the value of ARD Exempt divided by the value of Total Students)   times 100 .

Percent LEP Exempt: calculated as: 

(the value of LEP Exempt divided by the value of Total Students)  times 100 .

Percent Met ARD: only on SDAA II Reports from 2006-2007.

calculated as: 

(the value of Met  ARD divided by the value of Tested)  times 100 .

Percent Met Standard:  

  •  On TAKS All Subjects Combined Report(2006-2007) or TAKS All Subjects Combined Report(2008-2011), calculated as: 

    (the value of Met  Standard divided by the value of Tested One or More TAKS)  times 100 .

  •  On Individual TAKS Tests by Subject Reports(2006-2007) or Individual TAKS Tests by Subject Reports(2008-2011), calculated as:   

    (the value of Met  Standard divided by the value of Tested )  times 100 .

  •  On Individual TAKS-M Tests by Subject Reports(2008-2011), calculated as:   

    (the value of Met  Standard divided by the value of Tested )  times 100 .

Percent Other:  calculated as: 

(the value of Other divided by the value of Total Students) times 100 .

Percent Tested:

For TAKS-Alt and Assessment Participation Reports, calculated as:  

(the value of Total Tested divided by the value of Total Students) times 100 .

For other Reports, calculated as: 

(the value of Tested divided by the value of Total Students) times 100 .

Percent Tested One Or More TAKS: calculated as: 

(the value of Tested One or More TAKS divided by the value of Total Students) times 100 .

Tested:     count of students who took the TAKS (2006-2011) test or the SDAA II (2006-2007) or TAKS-M  (2008-2011) test for the subject reported. Tested One Or More TAKS:     count of students who took one or more TAKS tests (2006-2007) or TAKS tests (2008-2011).  Total Students: all students tested or exempted. Total Tested:     count of students who took the TAKS (2006-2011) or SDAA II (2006-2007) or TAKS-M (2008-2011) or TAKS-Alt (2008-2011) test for the subject reported.

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The TAKS Statewide Assessment Reports for All Students provide statistics based on students with discipline records and students without discipline records.

For school years from 2005-2006 through 2010-2011, the TAKS Statewide Assessment Reports for All Students contain state level statistics on all students in Texas who took the primary administration of TAKS or SDAA II from 2006 through 2007; or, who took the primary administration of TAKS, TAKS(Accommodated), TAKS-Modified or TAKS-Alternate during the period from 2008 through 2011.

Only participation is reported for TAKS-Alt.

TAKS Statewide Assessment Reports for All Students

 TAKS Reports (2006-2011) for All Students
 SDAA II Reports (2006 - 2007) or TAKS-M (2008-2011) Reports for All Students
 Assessment Participation Reports for All Students
 TAKS-Alt Participation Reports for All Students

Table scrolls horizontally on small screens.

 

The Statewide Discipline Student Assessment Reports  provide information for students who took the primary administration of TAKS from 2006 through 2007 or, TAKS/TAKS-Acc, TAKS-M or TAKS-Alt from 2008 through 2011, and received an assignment to a DAEP, a JJAEP or were Expelled Without Placement, prior to the primary administration. This information includes:

  •   counts and percentages of students who were tested;

  •  counts and percentages of students who met standards for the TAKS tests or met expectations for the SDAA II tests from 2006 through 2007; or who met the state standards in the years from 2008 through 2011 for TAKS/TAKS-Acc,  TAKS-M or TAKS-Alt;

  •   counts and percentages of students who were exempt from testing.

The following reports are included in the Statewide Discipline Student Assessment Reports:

The lists below contain the columns that appear on these reports.  The columns are grouped by report or by type of report.  Click on the column name to link to its definition.

GLOSSARY OF COLUMNS

Absent: count of each student who was absent for every test. Action Type: designates the disciplinary action received by each student.  The action types are:

  • DAEP:  indicates the student was placed in a Disciplinary Alternative Education Program; 
  • JJAEP:  indicates the student was placed in a Juvenile Justice Alternative Education Program; 
  •  Expulsion Without Placement indicates the student was expelled without placement in an alternative education program.

    Each student is counted only once for each action type.  If a student received a disciplinary action in more than one action type, that student was counted once in each action type.

    ARD Exempt:

  • only on SDAA II Reports from 2006-2007.
  • count of each student who received a special education exemption from his/her Admission, Review, and Dismissal Committee (ARD) for every test.

Days In Disciplinary Setting: indicates the range of the total days a student was placed in a disciplinary setting.  For example,  if a student was placed in a DAEP for 3 days for one disciplinary action; and, that same student was placed in a DAEP for 2 days for a separate disciplinary action; then, his “days in disciplinary setting” would be combined for a total of 5 days; and, if he had no other placements in a DAEP, his results would be included in “1 TO 30”.  

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   Group:     designates a particular student demographic group.

  • All:  indicates the sum of all students ; 
  • American Indian or Alaska Native;
  • Asian;
  • Black or African American;
  • Hispanic/Latino: Hispanic/Latino in combination with one or moreof the other ethnic categories;
  • Native Hawaiian/Other Pacific Islander;
  • Two or More Races: A combination of two or more ethnic categories, none of which is Hispanic/Latino;
  • White;
  • Female;
  • Male;
  • Econ Disadvantage:  Eligible For Free Or Reduced Price Meals, Or Other Economic Disadvantage; 
  • At Risk:  At Risk Of Dropping Out;      
  • LEP:  Limited English Proficiency. 

LEP Exempt:     count of students who received a Limited English Proficiency (LEP) exemption on every test. Met ARD:  

  • only on SDAAII reports from 2006-2007.
  • count of each student who has met the standard of performance set by that student’s Admission, Review and Dismissal Committee(ARD) for the SDAA/SDAA II test taken.

Met Standard:  

  •  On TAKS All Subjects Combined Report(2006-2007) or TAKS All Subjects Combined Report(2008-2011), count of students who have met the standard of performance set by the State Board of Education for all TAKS tests taken.
  •  On Individual TAKS Tests by Subject Reports(2006-2007) or Individual TAKS Tests by Subject Reports(2008-2011), count of students who have met the standard of performance set by the State Board of Education for TAKS for the single test displayed in the report.
  •  On Individual TAKS-M Tests by Subject Reports(2008-2011), count of students who have met the standard of performance set by the State Board of Education for TAKS-M for the single test displayed in the report.

Other: count of students who had answer documents coded with combinations of the “not tested” categories, or had their testing disrupted by illness or other similar events. Percent Absent: calculated as: 

(the value of Absent divided by the value of Total Students) times 100 .

 

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  Percent ARD Exempt:  only on SDAA II Reports from 2006-2007.

calculated as: 

(the value of ARD Exempt divided by the value of Total Students) times 100.

Percent LEP Exempt: calculated as: 

(the value of LEP Exempt divided by the value of Total Students) times 100.

Percent Met ARD: only on SDAA II Reports from 2006-2007.

calculated as: 

(the value of Met  ARD divided by the value of Tested) times 100 .

Percent Met Standard:  

  •  On TAKS All Subjects Combined Report(2006-2007) or TAKS All Subjects Combined Report(2008-2011), calculated as: 

    (the value of Met  Standard divided by the value of Tested One or More TAKS) times 100 .

  •  On Individual TAKS Tests by Subject Reports(2006-2007) or Individual TAKS Tests by Subject Reports(2008-2011), calculated as:   

    (the value of Met  Standard divided by the value of Tested ) times 100 .

  •  On Individual TAKS-M Tests by Subject Reports(2008-2011), calculated as:   

    (the value of Met  Standard divided by the value of Tested ) times 100 .

Percent Other:  calculated as: 

(the value of Other divided by the value of Total Students) times 100.

Percent Tested:

For Assessment Participation Reports, calculated as:  

(the value of Total Tested divided by the value of Total Students) times 100 .

For other Reports, calculated as: 

(the value of Tested divided by the value of Total Students) times 100 .

Percent Tested One of More TAKS: calculated as: 

(the value of Tested One or More TAKS divided by the value of Total Students) times 100.

Percent Tested One of More TAKS-Alt: calculated as: 

(the value of Tested One or More TAKS-Alt divided by the value of Total Students) times 100.

Tested: count of students who took the TAKS (2006-2011) test or the SDAA II (2006-2007) or TAKS-M  (2008-2011) test for the subject reported. Tested One Or More TAKS:     count of students who took one or more TAKS tests (2006-2007) or TAKS tests (2008-2011).  Tested One Or More TAKS-Alt:     count of students who took one or more TAKS-Alt tests (2008-2011).  Total Students: all students tested or exempted. Total Tested:     count of students who took a TAKS (2006-2011) test or an SDAA II (2006-2007) or TAKS-M  (2008-2011) test.

 
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For School Years 2005-2006 Through 2006-2007

The Statewide Discipline Student Assessment Reports contain statistics on students who took the primary administration of TAKS or SDAA II and received a disciplinary action of DAEP, JJAEP or Expulsion Without Placement, prior to the primary administration of TAKS.

For School Years 2007-2008 through 2010-2011

The Statewide Discipline Student Assessment Reports contain statistics based only upon those students who took the primary administration of TAKS, TAKS (Accommodated) or TAKS-Modified (TAKS-M) who received a disciplinary action of DAEP, JJAEP or Expulsion Without Placement prior to the primary administration of TAKS.

TAKS Statewide Assessment Reports for Students in Discipline Settings


• TAKS Reports (2006-2011) for Students in Discipline Settings 
•SDAA II Reports(2006-2007) or TAKS-M(2008-2011) for Students in Discipline Settings
• Assessment Participation Reports for Students in Discipline Settings
• TAKS-Alt Participation Reports for Students in Discipline Settings

 

 

TAKS and TAKS (Accommodated)

 

 


The Texas Assessment of Knowledge and Skills (TAKS) is the general statewide assessment. TAKS assessments are aligned to the state-mandated curriculum, the Texas Essential Knowledge and Skills (TEKS). TAKS includes a form introduced in 2008 and called TAKS (Accommodated). It is the TAKS test with format accommodations and no embedded field-test items. Students served by special education programs whose progress can be measured appropriately using the general assessment and who meet the eligibility requirements for specific accommodations may be assessed with TAKS (Accommodated). Spanish-version tests are available at some grade levels, depending on the testing year, for TAKS and TAKS (Accommodated).
 

TAKS–Modified (TAKS–M)


TAKS–M is an alternate assessment based on modified academic achievement standards designed to meet the requirements of the federal No Child Left Behind Act (NCLB) and Individuals with Disabilities Education Act (IDEA). TAKS–M is intended for a small number of students served by special education programs who meet participation requirements. TAKS–M is based on the grade-level TEKS curriculum, but the assessment itself is simplified. The decision to administer TAKS–M to a student must be made by the student’s ARD committee; it cannot be based solely on disability category or placement setting, nor can it be determined administratively for accountability purposes. TAKS–M is administered in the same grades and subjects as TAKS. Spanish versions of TAKS–M are not available.
 

TAKS–Alternate (TAKS–Alt)


TAKS–Alt is an alternate assessment based on alternate academic achievement standards and is designed for students with significant cognitive disabilities who meet the participation requirements. TAKS–Alt is administered in the same grades and subjects as TAKS.

SDAA II Testing by Grade and Subject 
(2006-2007) and 
TAKS-M Passing Standards (2008-2011)

SDAA II TESTING (2006-2007)


Unlike the TAKS tests, which have uniform passing standards set by the State Board of Education, the passing standard for SDAA II was set individually for each student by his or her Admission, Review, and Dismissal (ARD) committee. The SDAA II tests were designed to measure a student's growth over time, which required establishing a starting point from which future performance was measured and expectations set. For all SDAA II subject tests, the starting point was determined by the ARD committee, and results from a single year's test determined whether the student met ARD expectations.

Table scrolls horizontally on small screens.

Grade 2006 2007
3 Reading
Mathematics		 Reading
Mathematics
4 Reading 
  Mathematics 
  Writing		 Reading 
  Mathematics 
  Writing
5 Reading
Mathematics		 Reading
Mathematics
6 Reading
Mathematics		 Reading
Mathematics
7 Reading
  Mathematics
  Writing		 Reading
  Mathematics
  Writing
8 Reading
Mathematics		 Reading
Mathematics
9 Reading
Mathematics		 Reading
Mathematics
10 ELA1
  Mathematics		 ELA1
  Mathematics

1 English language art

TAKS-M Testing (2008-2011)


The Texas Assessment of Knowledge and Skills-Modified (TAKS-M) tests were introduced in 2008 as alternate assessments for students enrolled in grades 3-11 receiving special education services who meet participation requirements. They are designed to meet IDEA and NCLB requirements to assess all students on grade-level curriculum. TAKS-M tests are modified in format and test design for students whose admission, review, and dismissal (ARD) committees determine that TAKS, even with allowable accommodations, is not appropriate.

The category, "Met Standard", represents satisfactory academic achievement. Students in this category performed at or above the TAKS-M passing standard.

TAKS (2006-2011)

 

Passing Standard by Year/Grade/Subject Test

 

2006 - 2011

Standard error of measurement (SEM) is a statistical concept that gives an indication of the amount by which an individual's score on a test at a specific point is likely to vary due to chance considerations. The tables below indicate the passing standard that was applied to each test for a given year and grade.

 

 

2 SEM below Panel Recommended Standard

Notes for Table Superscripts

1 Subject to grade advancement requirements of the Student Success Initiative

2 English language arts
3 The Grade 11 (exit-level) standard is specific to the student, as determined by the standard in place at the time the student started Grade 10. For example, a student in Grade 10 for the first time in spring 2004 was required to meet the 1 SEM standard. No matter which year that student took the Grade 11 tests (spring 2005 for most students), the passing standard is 1 SEM. The Grade 11 standard indicated in the table, then, represents the passing standard for most students.

Table scrolls horizontally on small screens.

Grade 2006 2007 2008 2009 2010 2011
3            
4            
5            
6            
7            
8 Science          
9            
10            
11            

 

 

1 SEM below Panel Recommended Standard

Notes for Table Superscripts

1 Subject to grade advancement requirements of the Student Success Initiative
2 English language arts
3 The Grade 11 (exit-level) standard is specific to the student, as determined by the standard in place at the time the student started Grade 10. For example, a student in Grade 10 for the first time in spring 2004 was required to meet the 1 SEM standard. No matter which year that student took the Grade 11 tests (spring 2005 for most students), the passing standard is 1 SEM. The Grade 11 standard indicated in the table, then, represents the passing standard for most students.

Table scrolls horizontally on small screens.

Grade 2006 2007 2008 2009 2010 2011
3            
4            
5            
6            
7            
8   Science        
9            
10            
11            

 

 

Panel Recommended Standard

Notes for Table Superscripts

1 Subject to grade advancement requirements of the Student Success Initiative
2 English language arts
3 The Grade 11 (exit-level) standard is specific to the student, as determined by the standard in place at the time the student started Grade 10. For example, a student in Grade 10 for the first time in spring 2004 was required to meet the 1 SEM standard. No matter which year that student took the Grade 11 tests (spring 2005 for most students), the passing standard is 1 SEM. The Grade 11 standard indicated in the table, then, represents the passing standard for most students.

Table scrolls horizontally on small screens.

Grade 2006 2007 2008 2009 2010 2011
3 Reading1
  Mathematics		 Reading1
  Mathematics		 Reading1
  Mathematics		 Reading1
  Mathematics		 Reading
  Mathematics		 Reading
  Mathematics
4 Reading
  Mathematics
  Writing		 Reading
  Mathematics
  Writing		 Reading
  Mathematics
  Writing		 Reading
  Mathematics
  Writing		 Reading
  Mathematics
  Writing		 Reading
  Mathematics
  Writing
5 Reading1
  Mathematics1
  Science		 Reading1
  Mathematics1
  Science		 Reading1
  Mathematics1
  Science		 Reading1
  Mathematics1
  Science		 Reading1
  Mathematics1
  Science		 Reading1
  Mathematics1
  Science
6 Reading
  Mathematics		 Reading
  Mathematics		 Reading
  Mathematics		 Reading
  Mathematics		 Reading
  Mathematics		 Reading
  Mathematics
7 Reading
  Mathematics
  Writing		 Reading
  Mathematics
  Writing		 Reading
  Mathematics
  Writing		 Reading
  Mathematics
  Writing		 Reading
  Mathematics
  Writing		 Reading
  Mathematics
  Writing
8 Reading
  Mathematics
  Social Studies		 Reading
  Mathematics
  Social Studies		 Reading1
  Mathematics1
  Social Studies
  Science		 Reading1
  Mathematics1
  Social Studies
  Science		 Reading1
  Mathematics1
  Social Studies
  Science		 Reading1
  Mathematics1
  Social Studies
  Science
9 Reading
  Mathematics		 Reading
  Mathematics		 Reading
  Mathematics		 Reading
  Mathematics		 Reading
  Mathematics		 Reading
  Mathematics
10 ELA
  Mathematics
  Social Studies
  Science		 ELA
  Mathematics
  Social Studies
  Science		 ELA
  Mathematics
  Social Studies
  Science		 ELA
  Mathematics
  Social Studies
  Science		 ELA
  Mathematics
  Social Studies
  Science		 ELA
  Mathematics
  Social Studies
  Science
11 ELA3
  Mathematics3
  Social Studies3
  Science3		 ELA3
  Mathematics3
  Social Studies3
  Science3		 ELA3
  Mathematics3
  Social Studies3
  Science3		 ELA3
  Mathematics3
  Social Studies3
  Science3		 ELA3
  Mathematics3
  Social Studies3
  Science3		 ELA3
  Mathematics3
  Social Studies3
  Science3