1. OVERVIEW OF THE 2019 STATE ACCOUNTABILITY SYSTEM
All Students
Part A: STAAR
Combined over all subject areas evaluated (reading, mathematics, writing, science, and social studies)
Credit awarded for Approaches Grade Level or Above, Meets Grade Level or Above, and Masters Grade Level on:
STAAR* (with and without accommodations) in grades 3–8 (including Spanish versions where applicable);
EOC assessments (with and without accommodations); and
STAAR Alternate 2 at Level II Satisfactory and Level III Accomplished standards.
Part B: College, Career, and Military Readiness Percentage of annual graduates that accomplish any one of the following:
Meet TSI criteria in ELA/reading and mathematics on assessments or college prep courses
Meet AP/IB criteria
Earn dual-course credits
Enlist in the U.S. Armed Forces
Earn an approved industry-based certification
Earn an associate’s degree while in high school
Graduate with completed IEP and workforce readiness
Complete CTE coherent sequence coursework and earn credit aligned with approved industry-based certifications (one-half point credit)
On Ramps (NEW)
Credit for SPED graduates graduating under RHSP, DAP, FHSP-E, or FHSP-DLA plans (NEW)
Credit for graduates earning Level I or Level II certificates (NEW)
Part C: Graduation Rate
Four-year, five-year, or six-year graduation rate (or annual dropout rate if no graduation rate)
Domain Score
For elementary and middle schools, the Student Achievement
domain score is based solely on the STAAR component. For districts and high schools, the three components are weighted 40%-40%-20%, respectively.
STUDENT
ACHIEVEMENT
All Students
Part A: Academic Growth
Credit awarded for students who improve performance year over year as measured by
STAAR progress measures and performance levels on STAAR* reading and mathematics.
Part B: Relative Performance
Credit awarded based on performance relative to similar districts or campuses.
Domain Score
The School Progress domain score is the better of Part A: Academic Growth or Part B: Relative Performance.
There are no indicator or methodology adjustments specific to Part A: Academic Growth or Part B: Relative Performance for 2019.
All Students & Disaggregated Student Groups
Student performance disaggregated by the
following:
All students
Race/ethnicity
Economically disadvantaged status
Current special education
Former special education
Current and monitored English learners
Continuously enrolled
Non-continuously enrolled
Components
Part A: Academic Achievement
Meets Grade Level or Above in reading & mathematics
Part B: Growth/Graduation
School Progress Domain: Part A (ES and MS)
Four Year Federal Graduation Rate (HS)
Part C: English Language Proficiency
Will evaluate two years of TELPAS data. Composite scores will be compared. (NEW)
Part D: School Quality or Student Success
STAAR component of Student Achievement Domain (ES and MS)
College, Career, and Military Readiness (HS)
Domain Score
Credit awarded based on weighted performance of
student groups against annual targets set by subject
area. The Closing the Gaps domain score is based on
the four components weighted by district or campus type.
SCHOOL PROGRESS
CLOSING
THE GAPS
Relative Performance
Academic
Growth
Better of either Student Achievement or School Progress = 70% of overall rating % of overall rating
Better of either Student Achievement or School Progress = 70% of overall rating % of overall rating
*STAAR results from EL students in their first year in U.S. schools are excluded from accountability calculations. STAAR Alternate 2 results are included without regard to number of years in U.S. schools. English Learners (ELs) in their second year in U.S. schools will be included in the STAAR performance components of the 2019 accountability system using the EL performance measure (NEW). Those in their second year in U.S. schools who have a parental denial for EL services will not receive an EL performance measure (NEW). ELs will continue to be evaluated for growth using the STAAR progress measure. Accountability Rating Labels: Districts and Campuses will receive A-F ratings for overall performance, as well as a rating for performance in each domain (NEW). The cut points for letter grades are unchanged.
April 2019
Dept. of Performance and Planning

2. Identification of Schools for Improvement
Qualifying Criteria
Exit Criteria
CSI
Comprehensive Support
and Improvement
Lowest 5%,
Graduation <67%
Starting in 2021: Consistently
Underperforming (3-yrs at
TSI Level for SAME 3
indicators)
Do not rank at the bottom 5% and/or >67% graduation for two years
Increase one letter grade in the Closing the Gaps Domain
Extensive Monitoring & Documentation
TSI
Targeted Support
and Improvement
Consistently Underperforming
Student Group
(3 consecutive years in the SAME 3 indicators)
TEA has not shared the exit criteria
TEA has not shared the expectations
ATS
Additional Targeted
Support
Meet the targets for Academic Achievement component in both reading and math in the triggering student group.
Meet at least 50% of the indicators for that student group.
Student Group
Falling below the 5% cutoff
Must address in CIIP
NO GAPS!
STUDENT & SCHOOL SUCCESS
Closing the Gaps
Dept. of Performance and Planning
April 2019
RED: Proposed Commissioner Changes for 2019