Discipline Data Products

Counts and Percentages

Each count and percentage in the disciplinary action categories, (DAEP, JJAEP and Expulsion Without Placement) is reported by the length of the disciplinary assignment. The ranges in length of assignment are, 1 to 30 days, 31 to 60 days and more than 60 days. If a student was placed in a disciplinary action category more than once during a school year, his days in that disciplinary setting are combined for one total.

The same types of counts and percentages are available for all students except for those specific to the disciplinary reports, i.e. days in disciplinary setting and action type. These reports include the students with disciplinary records and the students without disciplinary records. This is made available for comparison data.

Passing Standards

The standards to meet expectations on TAKS and to meet ARD on SDAA/SDAA II change from year to year. Please keep this in mind when comparing counts and percentages across years. This does not apply when comparing groups within a particular year. Passing standards for TAKS-M were set by the state.

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.

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 1 English language arts

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.

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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.

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.

Table scrolls horizontally on small screens.

Counts and Percentages

Each count and percentage in the disciplinary action categories, (DAEP, JJAEP and Expulsion Without Placement) is reported by the length of the disciplinary assignment. The ranges in length of assignment are, 1 to 30 days, 31 to 60 days and more than 60 days. If a student was placed in a disciplinary action category more than once during a school year, his days in that disciplinary setting are combined for one total.

The same types of counts and percentages are available for all students except for those specific to the disciplinary reports, i.e. days in disciplinary setting and action type. These reports include the students with disciplinary records and the students without disciplinary records. This is made available for comparison data.

Passing Standards

The standards to meet expectations on TAKS and to meet ARD on SDAA/SDAA II change from year to year. Please keep this in mind when comparing counts and percentages across years. This does not apply when comparing groups within a particular year. Passing standards for TAKS-M were set by the state.

The Assessment Reports for Students in Discipline Settings are classified into two categories: Statewide Discipline Student Assessment Reports and Statewide Assessment Reports for All Students.

For School Years 2005-2006 and 2006-2007

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

Statewide Assessment Reports for All Students contain statistics based upon all students in Texas who took the primary administration of TAKS or SDAA/SDAA II. 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 2007-2008 through 2010-2011

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

Statewide Assessment Reports for All Students contain statistics based upon all students in Texas who took the primary administration of TAKS, TAKS (Accommodated), TAKS-Modified (TAKS-M), or TAKS-Alternate (TAKS-Alt). These reports include students with discipline records and students without discipline records. The assessment statistics in these reports are provided for comparison.

To obtain statistics for TAKS, SDAA/SDAA II, TAKS (Accommodated), TAKS-Modified or TAKS-Alternate, choose one category of reports from the list below.

 TAKS Statewide Discipline Student Assessment Reports

TAKS Statewide Assessment Reports for All Students

Discipline Action Groups

 1. ISS (IN-SCHOOL SUSPENSION) - this action group pertains to all in-school suspensions whether full day or part day.

  a. ISS ACTIONS - the number of times or occurrences an ISS action was taken. A student can receive more than one ISS action.
  b. ISS STUDENTS - a distinct count of students who received an ISS action.
  c. ISS PERCENT - a distinct count of students who received an ISS action over the total count of students.

2. OSS (OUT-OF-SCHOOL SUSPENSION) – this action group pertains to all out-of-school suspensions whether full day or part day.

  a. OSS ACTIONS - the number of times or occurrences an OSS action was taken. A student can receive more than one OSS action.
  b. OSS STUDENTS - a distinct count of students who received an OSS action.
  c. OSS PERCENT – a distinct count of students who received an OSS action over the total count of students.

3. 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.

  a. DAEP ACTIONS – the number of times or occurrences a DAEP action was taken. A student can receive more than one DAEP action.
  b. DAEP STUDENTS – a distinct count of students who received a DAEP action.
  c. DAEP PERCENT – a distinct count of students who received a DAEP action over the total count of students.

4. 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.

  a. JJAEP ACTIONS - the number of times or occurrences a JJAEP action was taken. A student can receive more than one JJAEP action.
  b. JJAEP STUDENTS - a distinct count of students who received a JJAEP action.
  c. JJAEP PERCENT - a distinct count of students who received a JJAEP action over the total count of students.

5. 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.

  a. EXPUL ACTIONS – the number of times or occurrences an expulsion action was taken. A student can receive more than one expulsion action.
  b. EXPUL STUDENTS – a distinct count of students who received an expulsion action.
  c. EXPUL PERCENT – a distinct count of students who received an expulsion action over the total count of students.

Mandatory and Discretionary Placements

A placement of a student in DAEP or JJAEP can be mandatory or discretionary, depending on the disciplinary action reason. Please see Appendix 8.E Additional PEIMS Information Related to Discipline Data Reporting of Texas Education Data Standards (TEDS) available at  https://www.texasstudentdatasystem.org/TSDS/TEDS/TEDS_Latest_Release/  for more details.

• More About Discipline Action Group Summary Reports
• Discipline Action Group Summary — State
• Region Discipline Action Group Summaries — For All Regions
• Region Discipline Action Group Summary — For a Selected Region
• District Discipline Action Group Summaries — For a Selected Region 
• District Discipline Action Group Summary — For a Selected District

For the disciplinary actions and codes in 2016-17 and later years, please see: DISCIPLINARY ACTION CODES

 For the disciplinary actions and codes in 2015-16 and earlier years, please see the list below.

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For the disciplinary action reasons and codes in 2016-17 and later years, please see: DISCIPLINARY ACTION REASON CODES

For the disciplinary action reasons and codes in 2015-16 and earlier years, please see the list below.

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