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1 Performance of El Paso Independent District High Schools on the AEIS College Readiness Indicators (with comparisons to the State and Region 19) Prepared by Research & Evaluation

2 The El Paso ISD does not discriminate in its educational programs or employment practices on the basis of race, color, religion, sex, national origin, age, disability, military status, or on any other basis prohibited by law. Inquiries concerning the application of Titles VI, VII, IX, and Section 504 may be referred to the district compliance officer, Vincent Sheffield at , Section 504 inquiries regarding students may be referred to Cecilia Whiteman at El Distrito Escolar Independiente de El Paso no discrimina en los programas de educación o en prácticas de empleo usando el criterio de raza, color, religion, sexo, origen nacional, edad, incapacidad, estado military, u otra práctica prohibida por la ley. Preguntas acerca de la aplicación del título VI, VII o IX, y la Sección 504 pueden ser referidas al official del distrito, Vince Sheffield al ; preguntas sobre 504 tocante a estudiantes pueden ser referidas a Cecilia Whiteman al Research & Evaluation Perales Page 2

3 Performance of El Paso Independent School District High Schools on the College Readiness Indicators Table of Contents Executive Summary College Readiness Indicators Summary Table for Indicator Charts Chart 1 Completion Rate I Chart 2 Advanced Placement / International Baccalaureate Results Chart 3 Advanced Course/Dual Enrollment Completion Chart 4a Texas Success Initiative (TSI) English Language Arts Chart 4b Texas Success Initiative (TSI) Math Chart 5 Recommended High School Program/Distinguished Achievement Program Graduates Chart 6 Scholastic Assessment Test (SAT) / American College Testing (ACT) Results Chart 7a College-Ready Graduates English Language Arts Chart 7b College-Ready Graduates Math Chart 7c College-Ready Graduates Both (English Language Arts &Math) Research & Evaluation Perales Page 3

4 District 5-Year Trends on AEIS College Readiness Indicators Chart 8 Completion Rate I Chart 9a AP/IB Results Percent Tested Chart 9b AP/IB Results Percent Scoring At or Above Criterion Chart 10 Advanced Course/Dual Enrollment Completion Chart 11a Texas Success Initiative (TSI) ELA Chart 11b Texas Success Initiative (TSI) Math Chart 12 Recommended High School Program/Distinguished Achievement Program Graduates Chart 13a SAT/ACT Results Percent Taking Chart 13b SAT/ACT Results Percent Scoring At or Above Criterion Chart 14a College-Ready Graduates ELA Chart 14b College-Ready Graduates Math Chart 14c College-Ready Graduates Both Subjects Appendix - Glossary of AEIS College Readiness Terms Research & Evaluation Perales Page 4

5 Performance of El Paso Independent School District High Schools on the College Readiness Indicators Executive Summary In a 2006 report, entitled, P-16 College Readiness and Success Strategic Action Plan Implementation Report, to the 80 th Texas Legislature, the Commissioner of Education and the Texas Higher Education Coordinating Board reported that college readiness and preparation has become a pressing issue in education reform. Public education and higher education, in cooperation with economic, business, and community partners, are currently working together to create a system in which expectations for postsecondary student success are clearly defined and institutional and state policies serve to create systems for seamless transitions throughout the educational process. The response to this issue was the passing of Texas Education Code, Section (House Bill 1, 79 th Legislature, Third Called Session). House Bill 1 requires that the state P-16 Council recommend a college readiness and success strategic action plan to increase student success and decrease the need for developmental course work in institutions of higher education. El Paso Independent School District is addressing this state mandate. This report uses a set of state-required college readiness indicators to graphically compare high schools in the EPISD to each other as well as a comparison to state and regional data (i.e. Region 19). These indicators include: Completion Rate (Completion Rate I without GED); Advanced Placement (AP) / International Baccalaureate (IB) Results; Advanced Course/Dual Enrollment Completion; Texas Success Initiative (TSI) Higher Education Readiness Component; Recommended High School Program (RHSP) /Distinguished Achievement Program (DAP) Graduates; Scholastic Assessment Test (SAT) / American College Testing (ACT) Results; and College-Ready Graduates. Data for the charts come from the Academic Excellence Indicator System (AEIS) Reports available from the Texas Education Agency (TEA). The data presented in the charts is intended to assist stakeholders and decision makers in the formulation of strategies to address identified strengths and deficiencies. A glossary of college readiness terms is provided as an appendix following the charts. Research & Evaluation Perales Page 5

6 School-Year District Highlights Completion Rate (Completion Rate I without GED) All of the district s high schools were above the 80% completion level. Region (92%) and state levels (91.4%) were slightly higher. Silva Health Magnet in particular, had a 100% completion rate while Coronado and Franklin had completion rates of 95.0% and 95.5% respectively. AP / IB Results 4 high schools (Coronado (27.9%), El Paso (28.6%), Franklin 24.0%), and Silva Health Magnet (48.1%) had higher Percent Taking than region (20.4%) or state (22.7%). On the Percent Scoring At or Above Criterion indicator, Students at Coronado (71.8%) and Franklin (52.2%) exceeded district (41.1%), region (28.0%), and state percentages (46.7%). Advanced Course/Dual Enrollment Completion For Transmountain EC (83.3%) and Silva Health Magnet (83.1%) had completion percentages that were more than triple that of district (24.5%), region (27.1%), or state (26.5%). Franklin and Chapin also surpassed the district, region, and state percentages by having completion percentages of 27.6% and 27.9% respectively. Texas Success Initiative Five high schools: Chapin (70%), Franklin (72%), Coronado (73%), Transmountain EC (85%), and Silva Health Magnet (92%) had higher percentages on the college readiness component of this indicator in ELA than the district (61%), region (60%), or state (66%). In Math, seven high schools exceeded district, region, and state percentages. These schools were El Paso (72%), Chapin (74%), Franklin (78%), Bowie (79%), Coronado (79%), Transmountain EC (90%) and Silva Health Magnet (98%), RHSP / DAP Graduates The highest percentage of RHSP/DAP graduates for the 2010 were reported at Andress (93.7%), Austin (95.3%), Franklin (95.3%), Chapin (95.8%), El Paso (98.3%), and Silva Health Magnet (100%) who surpassed district (91.6%), region (92.8%), and state (82.7%) percentages. SAT / ACT Results On this indicator, the percentage of students from the 2010 taking the SAT or the ACT, Burges (71.7%), Coronado (74.3%), Chapin (78.4%), Irvin (78.5%), Austin (90.2%), and Silva Health Magnet (93.0%) had higher percentages than the district (66.7%), region (70.5%), or state (62.6%). For the percent of students scoring at or above criterion (see appendix), Chapin and El Paso at 18.1%, Franklin at 27.7%, Silva Health Magnet at 31.1%, and Coronado at 34.8% surpassed district (17.5%), region (10.0%), and state (26.9%) percentages. Research & Evaluation Perales Page 6

7 College-Ready Graduates On this indicator, four high schools exceeded the district (58%), region (57%), and state (66%) percentages in ELA. These schools were Chapin at 68%, Burges and Franklin at 69% and Silva Health Magnet at (92%). In Math, Franklin at 66%, Burges at 67%, Coronado at 68%, and Silva Health Magnet at 96% surpassed the district (59%), region (57%), and state (64%) percentages. On both subjects Burges and Coronado at 54% and Silva Health Magnet at 90% exceeded the district (43%), region (41%), and state (52%) percentages. District 5-Year Trends on AEIS College Readiness Indicators Completion Rate (Completion Rate I without GED) The five-year trend comparison for this indicator suggests that although the district was below region and state percentages, the district ended on an upward trend. AP / IB Results On these indicators the district steered toward a positive trend. On both Percent Tested and Percent Scoring At or Above Criterion, the district stayed above the region. Advanced Course/Dual Enrollment Completion The overall trend for the district on this indicator was very positive despite being below the region and state. The district saw this indicator rising from 18.0% to 24.5%. Texas Success Initiative EPISD is above the region for this college readiness indicator. EPISD, the region and state all show positive five-year trends in the Texas Success Initiative. RHSP / DAP Graduates On this indicator the district at 91.6% managed to stay well above the state percentages shown despite a slight decline. SAT / ACT Results The five-year trend for SAT and ACT results shows little or no improvement. College-Ready Graduates For these indicators the overall trends for the district were positive and followed region and state trends. Also, the district stayed above the region for all three indicators shown. Research & Evaluation Perales Page 7

8 Performance on AEIS College Readiness Indicators for EPISD High Schools Completion Rate AP/IB Results Percent Taking Percent Scoring at or Above Criterion Advanced Course/ Dual Enrollment Completion Texas Success Initiative ELA Math RHSP/ DAP SAT/ACT Results Percent Taking Percent Scoring at or Above Criterion College Ready Graduates ELA Math Both Andress HS 86.2% 18.2% 4.0% 22.8% 54% 61% 93.7% 59.0% 5.2% 47% 48% 31% Austin HS 84.1% 12.1% 17.0% 17.7% 51% 55% 95.3% 90.2% 5.9% 44% 47% 28% Bowie HS 83.9% 20.4% 10.2% 22.8% 42% 79% 91.9% 53.7% 2.7% 35% 57% 27% Burges HS 85.9% 20.3% 43.4% 25.9% 58% 68% 78.2% 71.7% 14.9% 69% 67% 54% Chapin HS 89.6% 21.1% 32.5% 27.9% 70% 74% 95.8% 78.4% 18.1% 68% 61% 50% Coronado HS 95.0% 27.9% 71.8% 24.0% 73% 79% 87.6% 74.3% 34.8% 66% 68% 54% El Paso HS 92.3% 28.6% 19.5% 23.0% 52% 72% 98.3% 51.7% 18.1% 57% 59% 40% Franklin HS 95.5% 24.0% 52.2% 27.6% 72% 78% 95.3% 69.6% 27.7% 69% 66% 52% Irvin HS 86.5% 17.8% 2.5% 15.6% 55% 69% 89.8% 78.5% 3.1% 41% 45% 26% Jefferson HS 89.6% 13.2% 43.8% 9.0% 37% 59% 89.7% 54.4% 5.1% 50% 50% 31% Silva Health Magnet 100.0% 48.1% 44.8% 83.1% 92% 98% 100.0% 93.0% 31.1% 92% 96% 90% Sunset HS 83.1% 0.0% * 1.1% * * 70.8% 1.5% * 30% 20% 10% **Transmoutain EC 83.3% 85% 90% EPISD 88.4% 21.6% 41.1% 24.5% 61% 71% 91.6% 66.7% 17.5% 58% 59% 43% REGION % 20.4% 28.0% 27.1% 60% 67% 92.8% 70.5% 10.0% 57% 57% 41% STATE 91.4% 22.7% 46.7% 26.3% 66% 69% 82.7% 62.6% 26.9% 66% 64% 52% An asterisk (*) indicates results are masked due to small numbers to protect student confidentiality. **Transmountain EC currently does not have data for all college readiness indicators as it will be having its first graduates in the school-year and therefore also does not appear on the majority of the charts that follow this page. Source: AEIS Reports as cited on the Texas Education Agency (TEA) website at Research & Evaluation Perales Page 8

9 AEIS College Readiness Indicators Charts Research & Evaluation Perales Page 9

10 Chart 1 Completion Rate I (Without GED) 2010 Silva Health Magnet Franklin HS Coronado HS El Paso HS REGION 19 STATE Jefferson HS Chapin HS EPISD Irvin HS Andress HS Burges HS Austin HS Bowie HS Sunset HS 100.0% 95.5% 95.0% 92.3% 92.0% 91.4% 89.6% 89.6% 88.4% 86.5% 86.2% 85.9% 84.1% 83.9% 83.1% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0% Source: AEIS Reports as cited on the Texas Education Agency (TEA) website at Research & Evaluation Perales Page 10

11 Chart 2 AP/IB Results Juniors and Seniors School Year Sunset HS 0.0% 0.00% Coronado HS 27.90% 71.8% Franklin HS 24.00% 52.2% STATE Silva Health Magnet 22.70% 46.7% 44.8% 48.10% Jefferson HS 13.20% 43.8% Burges HS EPISD 20.30% 21.60% 41.1% 43.4% Chapin HS 21.10% 32.5% REGION 19 El Paso HS 20.40% 19.5% 28.0% 28.60% Austin HS 12.10% 17.0% Bowie HS 10.2% 20.40% Andress HS Irvin HS 2.5% 4.0% 18.20% 17.80% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% % Scoring Above Criterion % Testing Note: Sunset did not have any students taking AP or IB classes. Source: AEIS Reports as cited on the Texas Education Agency (TEA) website at Research & Evaluation Perales Page 11

12 Chart 3 Advanced Course/Dual Enrollment Completion Grades 9 12, Transmoutain EC Silva Health Magnet 83.3% 83.1% Chapin HS Franklin HS REGION 19 STATE Burges HS EPISD Coronado HS El Paso HS Andress HS Bowie HS 27.9% 27.6% 27.1% 26.3% 25.9% 24.5% 24.0% 23.0% 22.8% 22.8% Austin HS Irvin HS 15.6% 17.7% Jefferson HS 9.0% Sunset HS 1.1% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0% Source: AEIS Reports as cited on the Texas Education Agency (TEA) website at Research & Evaluation Perales Page 12

13 Chart 4a Texas Success Initiative (TSI) Higher Education Readiness Component English Language Arts Grade 11, Silva Health Magnet 92.0% Transmoutain EC 85.0% Coronado HS Franklin HS Chapin HS 70.0% 73.0% 72.0% STATE 66.0% EPISD REGION 19 Burges HS Irvin HS Andress HS El Paso HS Austin HS 61.0% 60.0% 58.0% 55.0% 54.0% 52.0% 51.0% Bowie HS 42.0% Jefferson HS 37.0% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0% Note: Sunset is not show in this graph because the numbers were too small to report. Source: AEIS Reports as cited on the Texas Education Agency (TEA) website at Research & Evaluation Perales Page 13

14 Chart 4b Texas Success Initiative (TSI) Higher Education Readingess Component Math Grade 11, Silva Health Magnet 98% Transmoutain EC 90% Coronado HS Bowie HS Franklin HS 79% 79% 78% Chapin HS El Paso HS EPISD STATE Irvin HS Burges HS REGION 19 74% 72% 71% 69% 69% 68% 67% Andress HS Jefferson HS 59% 61% Austin HS 55% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Note: Sunset is not show in this graph because the numbers were too small to report. Source: AEIS Reports as cited on the Texas Education Agency (TEA) website at Research & Evaluation Perales Page 14

15 Chart 5 Recommended High School Program (RHSP) / Distinguished Achivement Program (DAP) Graduates 2010 Silva Health Magnet El Paso HS Chapin HS Franklin HS Austin HS Andress HS REGION 19 Bowie HS EPISD Irvin HS Jefferson HS Coronado HS 100.0% 98.3% 95.8% 95.3% 95.3% 93.7% 92.8% 91.9% 91.6% 89.8% 89.7% 87.6% STATE 82.7% Burges HS 78.2% Sunset HS 70.8% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0% Source: AEIS Reports as cited on the Texas Education Agency (TEA) website at Research & Evaluation Perales Page 15

16 Chart 6 Scholastic Assessment Test (SAT)/American College Test (ACT) Results 2010 Silva Health Magnet Austin 5.9% 31.1% 90.2% 93.0% Irvin 3.1% 78.5% Chapin 18.1% 78.4% Coronado 34.8% 74.3% Burges 14.9% 71.7% REGION 19 Franklin 10.0% 27.7% 70.5% 69.6% EPISD 17.5% 66.7% STATE 26.9% 62.6% Andress 5.2% 59.0% Jefferson Bowie El Paso Sunset 5.1% 2.7% 0.0% 1.5% 18.1% 51.7% 54.4% 53.7% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0% Percent Scoring At or Above Criterion Percent Taking Source: AEIS Reports as cited on the Texas Education Agency (TEA) website at Research & Evaluation Perales Page 16

17 Chart 7a College Ready Graduates English Language Arts 2010 Silva Health Magnet 92% Franklin HS Burges HS Chapin HS STATE Coronado HS 69% 69% 68% 66% 66% EPISD REGION 19 El Paso HS 58% 57% 57% Jefferson HS 50% Andress HS 47% Austin HS 44% Irvin HS 41% Bowie HS 35% Sunset HS 30% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Source: AEIS Reports as cited on the Texas Education Agency (TEA) website at Research & Evaluation Perales Page 17

18 Chart 7b College Ready Graduates Math 2010 Silva Health Magnet 96% Coronado HS Burges HS Franklin HS STATE 68% 67% 66% 64% Chapin HS EPISD El Paso HS REGION 19 Bowie HS 61% 59% 59% 57% 57% Jefferson HS Andress HS Austin HS Irvin HS 50% 48% 47% 45% Sunset HS 20% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Source: AEIS Reports as cited on the Texas Education Agency (TEA) website at Research & Evaluation Perales Page 18

19 Chart 7c College Ready Graduates Both (English Language Arts & Math) 2010 Silva Health Magnet 90% Coronado HS Burges HS STATE Franklin HS Chapin HS 54% 54% 52% 52% 50% EPISD REGION 19 El Paso HS 41% 40% 43% Jefferson HS Andress HS 31% 31% Austin HS Bowie HS Irvin HS 27% 26% 28% Sunset HS 10% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Source: AEIS Reports as cited on the Texas Education Agency (TEA) website at Research & Evaluation Perales Page 19

20 AEIS College Readiness Indicators 5-Year Trends Research & Evaluation Perales Page 20

21 Chart 8 Completion Rate I District, Region, State 5 Year Trend Comparison 100.0% 98.0% 96.0% 94.0% 92.0% 90.0% 88.0% 86.0% 84.0% 82.0% 80.0% EPISD 87.0% 85.9% 84.9% 87.2% 88.4% Region % 87.7% 87.4% 88.6% 90.3% State 88.9% 86.7% 88.0% 89.2% 91.4% Source: AEIS Reports 2006 to 2011 Research & Evaluation Perales Page 21

22 Chart 9a AP/IB Results Percent Tested District, Region, State 5 Year Trend Comparsion 30.0% 25.0% 20.0% 15.0% 10.0% EPISD 18.1% 18.5% 19.5% 19.5% 21.6% Region % 22.1% 18.5% 18.1% 20.4% State 18.9% 20.0% 20.9% 21.2% 22.7% Chart 9b AP/IB Results Percent Scoring At or Above Criterion District, Region, State 5 Year Trend Comparison 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% EPISD 38.0% 36.6% 36.4% 38.8% 41.1% Region % 50.5% 28.2% 30.3% 28.0% State 47.2% 50.5% 46.0% 47.4% 46.7% Source: AEIS Reports 2006 to 2011 Research & Evaluation Perales Page 22

23 Chart 10 Advanced Course/Dual Enrollment Completion District, Region, State 5 Year Trend Comparison 30.0% 25.0% 20.0% 15.0% 10.0% EPISD 18.0% 19.1% 19.0% 20.6% 24.5% Region % 21.7% 22.4% 24.3% 27.1% State 21.0% 22.1% 23.1% 24.6% 26.3% Source: AEIS Reports 2006 to 2011 Research & Evaluation Perales Page 23

24 Chart 11a Texas Success Initiative ELA District, Region, State 5 Year Trend Comparison 70.0% 65.0% 60.0% 55.0% 50.0% 45.0% 40.0% EPISD 47.0% 48.0% 54.0% 57.0% 61.0% Region % 48.0% 54.0% 54.0% 60.0% State 53.0% 57.0% 63.0% 60.0% 66.0% Chart 11b Texas Success Initiative Math District, Region, State 5 Year Trend Comparison 80.0% 75.0% 70.0% 65.0% 60.0% 55.0% 50.0% 45.0% 40.0% 35.0% 30.0% EPISD 45.0% 47.0% 56.0% 66.0% 71.0% Region % 46.0% 55.0% 62.0% 67.0% State 54.0% 56.0% 62.0% 66.0% 69.0% Source: AEIS Reports 2006 to 2011 Research & Evaluation Perales Page 24

25 Chart 12 Recommended High School Program / Distinguished Achievement Program District, Region, State 5 Year Trend Comparison 100.0% 95.0% 90.0% 85.0% 80.0% 75.0% 70.0% EPISD 88.0% 90.1% 92.3% 92.0% 91.6% Region % 91.1% 93.2% 93.0% 92.8% State 75.7% 77.9% 81.4% 82.5% 82.7% Source: AEIS Reports 2006 to 2011 Research & Evaluation Perales Page 25

26 80.0% 78.0% 76.0% 74.0% 72.0% 70.0% 68.0% 66.0% 64.0% 62.0% 60.0% Chart 13a SAT/ACT Results Percent Tested District, Region, State 5 Year Trend Comparison EPISD 65.4% 70.4% 64.9% 67.4% 66.7% Region % 74.4% 73.4% 74.1% 70.5% State 65.8% 68.2% 65.0% 61.5% 62.6% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% Chart 13b SAT/ACT Results Percent Scoring At or Above Criterion District, Region, State 5 Year Trend Comparison EPISD 19.3% 18.3% 19.7% 17.8% 17.5% Region % 10.4% 10.2% 9.3% 10.0% State 27.1% 27.0% 27.2% 26.9% 26.9% Source: AEIS Reports 2006 to 2011 Research & Evaluation Perales Page 26

27 70% 65% 60% 55% 50% 45% 40% 35% 30% 25% 20% Chart 14a College Ready Graduates ELA District, Region, State 5 Year Trend Comparison EPISD 37% 47% 54% 54% 58% Region 19 31% 34% 49% 51% 57% State 48% 49% 59% 62% 66% 70% 65% 60% 55% 50% 45% 40% 35% 30% 25% 20% Chart 14b College Ready Graduates Math District, Region, State 5 Year Trend Comparison EPISD 44% 48% 51% 52% 59% Region 19 39% 50% 46% 48% 57% State 52% 56% 58% 60% 64% Chart 14c College Ready Graduates Both Subjects District, Region, State 5 Year Trend Comparison 70% 60% 50% 40% 30% 20% Source: AEIS Reports 2006 to % EPISD 27% 33% 38% 39% 43% Region 19 20% 28% 32% 34% 41% State 35% 37% 44% 47% 52% Research & Evaluation Perales Page 27

28 Appendix Glossary of AEIS College Readiness Indicators Research & Evaluation Perales Page 28

29 Glossary of AEIS College Readiness Indicators Selected excerpts from Texas Education Agency AEIS 2011 Accountability Glossary of Terms Available at: Completion Rate: This indicator shows the status of a group (cohort) of students after four years in high school (4-Year Completion Rate) or after five years in high school (5-Year Extended Completion Rate). For the 4-Year Completion Rate, the cohort consists of students who first attended ninth grade in They are followed through their expected graduation with the class of For the 5-Year Extended Completion Rate, the cohort consists of students who first attended ninth grade in They are followed for five years, to see if they graduated within a year after their expected graduation with the class of Cohorts: A student who transfers into the cohort is one who, for example, moves into the cohort from another high school in Texas or from out of state. A student who transfers out of the cohort is one who, for example, moves to another public high school in Texas; note that these students are then transferred into the cohort of the receiving high school and district. There are also students who move out of the state or out of the country, or students who transfer to private schools or who are home-schooled. These types of transfers cannot be tracked, and students who leave for these reasons are not included in completion rate calculations. Students do not change cohorts even if they repeat a grade or skip a grade. If they begin with the ninth grade cohort, they remain with that cohort. This means, for example, that a student who started the ninth grade in , but takes 5 years to graduate (i.e., in May 2011) is still part of the class of 2010 cohort; they are not switched to the class of 2011 cohort. This student would be considered a continuing student, and counted as part of the Continued HS number for the class of This is true as well for the 5-year extended completion cohorts. Research & Evaluation Perales Page 29

30 Other important information: Special Education students who graduate with an Individualized Education Program (IEP) are included as graduates. Beginning with the 2011 accountability cycle, the methodology for calculating completion rates has been expanded. The expanded methodology creates completion rates for campuses with grade 9 and either grade 11 or 12 in both year 1 ( ) and year 5 ( ); or, campuses with grade 12 in both year 1 and year 5. High schools that do not meet these requirements are not evaluated on this indicator in There are four student outcomes used in computing each longitudinal rate: 4-Year Completion Rate (1) Graduated. Based on the cohort, this shows the percent who received their high school diploma on time or earlier by August 31, It is calculated as follows: number of students from the cohort who received a high school diploma by August 31, 2010 number of students in the cohort* (2) Received GED. Based on the cohort, this shows the percentage who received a General Educational Development certificate by August 31, It is calculated as follows: number of students from the cohort who received a GED by August 31, 2010 number of students in the cohort* (3) Continued High School. Based on the cohort, this shows the percentage still enrolled as students in the fall of the school year. It is calculated as follows: number of students from the cohort who were enrolled for the school year number of students in the cohort* Research & Evaluation Perales Page 30

31 (4) Dropped Out (4-yr). Based on the cohort, this shows the percentage who dropped out and did not return by the fall of the school year. It is calculated as follows: 5-Year Extended Completion Rate number of students from the cohort who dropped out before the fall of the school year number of students in the cohort* (1) Graduated. Based on the cohort, this shows the percent who received their high school diploma by August 31, It is calculated as follows: number of students from the cohort who received a high school diploma by August 31, 2010 number of students in the cohort* (2) Received GED. Based on the cohort, this shows the percentage who received a GED certificate by August 31, It is calculated as follows: number of students from the cohort who received a GED by August 31, 2010 number of students in the cohort* (3) Continued High School. Based on the cohort, this shows the percentage still enrolled as students in the fall of the school year. It is calculated as follows: number of students from the cohort who were enrolled for the school year number of students in the cohort* (4) Dropped Out (5-yr). Based on the cohort, this shows the percentage who dropped out and did not return by the fall of the school year. It is calculated as follows: Research & Evaluation Perales Page 31

32 number of students from the cohort who dropped out before the fall of the school year number of students in the cohort* * The cohort in the denominator of the formulas shown above includes those students who graduated, continued in school, received a GED, or dropped out. It does not include data errors or leavers with the leaver reason codes 03, 16, 24, 60, 66, 78, 81, 82, 83, 85, 86, or 87. The four outcomes for each rate sum to 100% (some totals may not equal exactly 100% due to rounding). In addition to the detailed breakdown of the 4-year and 5-year longitudinal rates, the AEIS reports show the two completion rates that are used as accountability indicators, Completion Rate I and Completion Rate II. On the campus reports only the completion rate that is evaluated for state accountability ratings is shown. For campuses rated under AEA procedures, Completion Rate II is shown; for campuses rated under standard procedures, Completion Rate I is shown. (1) Completion Rate II (Graduates, Continuers, and GED). This 4-year rate sums together the percent of students in the cohort who received their high school diplomas by August 31, 2010, those who received GEDs by August 31, 2010, and those who were still enrolled as high school students for the school year. This rate is used for determining the alternative education accountability ratings. (2) Completion Rate I (Graduates and Continuers). This 4-year rate sums together the percent of students in the cohort who received their high school diplomas by August 31, 2010 and those who were still enrolled as high school students for the school year. This rate is used for determining the standard accountability ratings. Completion rates for districts serving Texas Youth Commission or Texas Juvenile Probation Commission facilities do not include students from the facilities unless the students have been attributed to regular campuses in the district of service through campus of accountability procedures. AP/IB Results: These refer to the results of the College Board s Advanced Placement (AP) examinations and the International Baccalaureate s (IB) Diploma Program examinations taken by Texas public school students. High school students may take one or more of these examinations, ideally upon completion of AP or IB courses, and may receive advanced placement or credit, or both, upon entering college. Generally, colleges will award credit or advanced placement for scores of 3, 4, or 5 on AP examinations and scores of 4, 5, 6, or 7 on IB examinations. Requirements vary by college and by subject tested. Three values are calculated for this indicator: Research & Evaluation Perales Page 32

33 (1) Tested. This shows the percent of students in grades 11 and 12 taking at least one AP or IB examination: number of 11 th and 12 th grade students taking at least one AP or IB examination number of non-special education 11 th and 12 th grade students The denominator of equation (1) does not include 11th and 12th grade students served in special education; however, all students who took at least one AP or IB examination are included in the numerator. The performance of special education students is included in both the numerator and denominator of the other equations. (2) Examinees >= Criterion. The percent of examinees with at least one AP or IB score at or above the criterion score (3 on AP or 4 on IB): number of 11 th and 12 th graders with at least one score at or above criterion number of 11 th and 12 th graders with at least one AP or IB examination (3) Scores >= Criterion. This shows the percent of scores at or above the criterion score (3 on AP or 4 on IB): number of 11 th and 12 th grade AP & IB examination scores at or above criterion number of 11 th and 12 th grade AP & IB examination scores Schools and districts may qualify for Gold Performance Acknowledgment for participation and performance on AP/IB results (measures (1) and (2) above). Advanced Course/Dual Enrollment Completion: This indicator is based on a count of students who complete and receive credit for at least one advanced course in grades Advanced courses include dual enrollment courses. Dual enrollment courses are those for which a student gets both high school and college credit. Deciding who gets credit for which college course is described in Texas Administrative Code which states, in part: (b) To be eligible to enroll and be awarded credit toward state graduation requirements, a student must have the approval of the high school principal or other school official designated by the school district. The course for which credit is awarded must provide Research & Evaluation Perales Page 33

34 advanced academic instruction beyond, or in greater depth than, the essential knowledge and skills for the equivalent high school course. Course completion information is reported by districts through the Public Education Information Management System (PEIMS) after the close of the school year. The values, expressed as a percent, are calculated as follows: number of students in grades 9-12 who received credit for at least one advanced or dual enrollment course in number of students in grades 9-12 who completed at least one course in Schools and districts may qualify for Gold Performance Acknowledgment for advanced course/dual enrollment completion. Special education students are included in the results shown for the campus or district and the individual student groups. Texas Success Initiative (TSI) Higher Education Readiness Component: The Texas Success Initiative (TSI) is a program designed to improve student success in college. It requires students to be assessed in reading, writing and mathematics skills prior to enrolling in college, and to be advised based on the results of that assessment. The AEIS reports show the percent of students who were exempted from taking a test for the Texas Success Initiative because they had a high enough score on their exit-level TAKS tests for mathematics and English language arts, as set by the Texas Higher Education Coordinating Board (THECB). The qualifying scores are scale scores of 2200 on their TAKS mathematics and English language arts with a written composition score of 3 or higher on the writing component. This indicator shows the percent of students who achieved this level of proficiency by subject (English language arts and mathematics) for 2011 and Note also: This indicator is subject to accountability subset rules. Performance is disaggregated according to the new definitions for race and ethnicity for both current year (2011) and prior year (2010). TAKS-M and TAKS-Alt performance is not included. THECB s standard of college readiness on the exit-level TAKS does not apply to these alternate assessments because students are not required to pass the TAKS-M or TAKS-Alt in order to graduate. Schools and districts evaluated for GPA under standard accountability procedures may qualify for Gold Performance Acknowledgment for performance on TSI. Research & Evaluation Perales Page 34

35 RHSP/DAP Graduates: This indicator shows the percent of graduates who were reported as having satisfied the course requirements for the Texas State Board of Education Recommended High School Program or Distinguished Achievement Program. It is calculated as follows: number of graduates reported with graduation codes for Recommended High School Program or Distinguished Achievement Program number of graduates RHSP graduates are students with type codes of 15, 19, 22, 25 or 28; DAP graduates are students with type codes of 17, 20, 23, 26 or 29. Schools and districts may qualify for Gold Performance Acknowledgment based on their RHSP/DAP rate. SAT/ACT Results: These include the College Board s SAT and ACT, Inc. s ACT Assessment. Both testing companies annually provide the agency with testing information on the most recent test participation and performance of graduating seniors from all Texas public schools. Only one record is sent per student. If a student takes an ACT or SAT test more than once, the agency receives the record for the most recent examination taken. Three values are calculated for this indicator: (1) Tested. This shows the percent of graduates who took either college admissions test: number of graduates who took either the SAT or the ACT number of non-special education graduates Note that graduates in the denominator of equation (1) does not include special education graduates; however, special education graduates who took either the SAT or ACT are included in the numerator. The performance of special education students is included in both the numerator and denominator of the other equations. (2) At/Above Criterion. This shows the percent of examinees who scored at or above the criterion score on either test (1110 on the SAT critical reading and mathematics sections combined, or 24 on the ACT composite): Research & Evaluation Perales Page 35

36 number of examinees who scored at or above criterion number of examinees (3) Average Score. This shows the average score for the SAT critical reading and mathematics combined and the average score for the ACT composite, calculated as follows: total score (mathematics plus critical reading) for all students who took the SAT number of students who took the SAT and total composite score for all students who took the ACT number of students who took the ACT Despite the addition of the writing portion of the SAT, the criterion score continues to be based on mathematics and critical reading only. Schools and districts may qualify for Gold Performance Acknowledgment based on their SAT/ACT performance and participation. College-Ready Graduates: To be considered college-ready as defined by this indicator, a graduate must have met or exceeded the college-ready criteria on the TAKS exit-level test, or the SAT test, or the ACT test. The criteria for each are: Subject Exit-level TAKS SAT ACT ELA >= 2200 scale score on ELA test AND a "3";or higher on essay OR >=500 on Critical Reading AND >=1070 Total OR >= 19 on English AND >= 23 Composite Math >= 2200 scale score on mathematics test OR >=500 on Math AND >=1070 Total OR >= 19 on Math AND >= 23 Composite Research & Evaluation Perales Page 36

37 Three values are calculated for this indicator: (1) Eng Lang Arts. This shows the percent of graduates who scored at or above the criterion score on the TAKS, SAT, or ACT English language arts tests. number of graduates who scored at or above the College-Ready criterion for ELA number of graduates (class of 2010) with ELA results to evaluate (2) Mathematics. This shows the percent of graduates who scored at or above the criterion score on the TAKS, SAT, or ACT mathematics tests. number of graduates who scored at or above the College-Ready criterion for mathematics number of graduates (class of 2010) with mathematics results to evaluate (3) Both Subjects. This shows the percent of graduates who scored at or above the criterion score on both the TAKS, SAT, or ACT ELA and mathematics tests. number of graduates who scored at or above the College-Ready criteria on both ELA & mathematics number of graduates (class of 2010) with results in both subjects to evaluate This indicator differs from the TSI Higher Education Readiness Component, in several ways: it includes performance on the SAT and ACT; it is based on prior year graduates rather than current year 11 th graders; it provides an overall measure of both subjects combined; and performance is tied to the campus and district where the student graduated, while the TSI indicator uses the campus and district where the TAKS tests were administered. Performance on the exit-level TAKS includes performance on TAKS (Accommodated). Neither TAKS-Modified nor TAKS-Alternate performance is included in this indicator. Schools and districts may qualify for Gold Performance Acknowledgment for performance on the College-Ready Graduates indicator (measure 3 above). Research & Evaluation Perales Page 37

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