Texas Education Agency
2018-19 Federal Report Card for Texas Public Schools
Campus Name: GINGER MCNABB EL
Campus ID: 101919121
District Name: SPRING ISD

Part (i): A clear and concise description of the State�s accountability system under subsection (c), including�

Part (i)(I) the minimum number of students that the State determines are necessary to be included in each of the subgroups of students, as defined in subsection (c)(2), for use in the accountability system;
The Texas accountability minimum size criteria are 25 tests for assessment related indicators or 25 students for non-assessment related indicators, such as graduation, for any student group, and 10 tests or students for the all student group.

Part (i)(II) the long-term goals and measurements of interim progress for all students and for each of the subgroups of students, as defined in subsection (c)(2);

State ESSA Goals
  All
Students
African
American
Hispanic White American
Indian
Asian Pacific
Islander
Two or More
Races
Econ
Disadv
Special
Educ
EL
(Current
&
Former)
 
Academic Performance (At Meets Grade Level or Above)
Reading/ELA Baseline 2016-17 Rates 44% 32% 37% 60% 43% 74% 45% 56% 33% 19% 29%
  2017-18 through 2021-22 44% 32% 37% 60% 43% 74% 45% 56% 33% 19% 29%
  2022-23 through 2026-27 52% 42% 46% 66% 51% 78% 53% 62% 43% 31% 39%
  2027-28 through 2031-32 62% 54% 58% 73% 62% 82% 63% 70% 55% 45% 52%
  2032-33 72% 66% 69% 80% 72% 87% 73% 78% 67% 60% 65%
Mathematics Baseline 2016-17 Rates 46% 31% 40% 59% 45% 82% 50% 54% 36% 23% 40%
  2017-18 through 2021-22 46% 31% 40% 59% 45% 82% 50% 54% 36% 23% 40%
  2022-23 through 2026-27 54% 41% 49% 65% 53% 85% 57% 61% 45% 34% 49%
  2027-28 through 2031-32 63% 54% 59% 73% 63% 88% 66% 69% 57% 48% 59%
  2032-33 73% 66% 70% 80% 73% 91% 75% 77% 68% 62% 70%
 
EL Progress
  Baseline 2016-17 Rates                     41%
  2017-18 through 2021-22                     36%
  2022-23 through 2026-27                     38%
  2027-28 through 2031-32                     40%
 
Graduation Rate: 4-Year Longitudinal Rate^
  Baseline 2016-17 Rates 89% 85% 87% 93% 86% 95% 89% 92% 86% 78% 72%
  2017-18 through 2021-22 90% 90% 90% 90% 90% 90% 90% 90% 90% 90% 90%
  2022-23 through 2026-27 92% 92% 92% 92% 92% 92% 92% 92% 92% 92% 92%
  2027-28 through 2031-32 94% 94% 94% 94% 94% 94% 94% 94% 94% 94% 94%
 
'^'       Student groups with graduation rates that were at or above 90 percent are required to exceed that rate by at least a tenth of a percent in the following year(s).


Part (i)(III) the indicators described in subsection (c)(4)(B) used to meaningfully differentiate all public schools in the State;
a. Academic Achievement Indicator: STAAR Performance Status (Percent at Meets Grade Level or Above)
b. Other Academic Indicator for Non-High Schools: STAAR Growth Status
c. Graduation Rate: Federal Graduation Status
d. ELP Indicator: English Learner Language Proficiency Status
e. School Quality or Student Success (SQSS) Indicators: College, Career, and Military Readiness for High Schools and K-12; Student Achievement Domain Score: STAAR only for All Other Schools without Annual Graduates

Part (i)(IV) the State’s system for meaningfully differentiating all public schools in the State, including—
(aa) the specific weight of the indicators described in subsection (c)(4)(B) in such differentiation;

Campus Type Indicator Weight
Elementary and Middle Schools Academic Achievement 30%
  Other Academic Indicator 50%
  English Learner Language Proficiency 10%
  SQSS: Student Achievement Domain Score 10%
High Schools and K-12 Academic Achievement 50%
  4-Year Graduation Rate 10%
  English Learner Language Proficiency 10%
  SQSS: College, Career, and Military Readiness 30%

(bb) the methodology by which the State differentiates all such schools;
A weighted average of the accountability indicators will be computed from the number of items meeting targets divided by the number of items evaluated. The weighted average will be scaled to grades A (90-100), B (80-89),
C (70-79), D (60-69), and F (0-59) and further used to differentiate all public schools.
(cc) the methodology by which the State differentiates a school as consistently underperforming for any subgroup of students described in section (c)(4)(C)(iii), including the time period used by the State to determine consistent underperformance; and
TEA uses the Closing the Gaps domain to identify campuses that have consistently underperforming student groups. A student group that misses the targets in at least the same three indicators, for three consecutive years, is considered “consistently underperforming.” Any campus not identified for comprehensive support and improvement that has at least one consistently underperforming student group is identified for targeted support and improvement. Campuses are evaluated annually for identification.
(dd) the methodology by which the State identifies a school for comprehensive support and improvement as required under subsection (c)(4)(D)(i);
The Closing the Gaps domain scaled score is used to identify schools for comprehensive support and improvement. TEA rank orders the scaled domain score for all campuses. The lowest five percent of campuses that receive Title I, Part A funds are identified for comprehensive support and improvement.
Additionally, if any Title I or non-Title I campus does not attain a 67 percent four-year federal graduation rate for the all students group, the campus is identified for comprehensive support and improvement. Non-Title I campuses are not eligible for comprehensive support grant funding.
Any Title I campus identified for targeted support and improvement for three consecutive years for the same student group(s) is identified for comprehensive support and improvement the following school year.

Part (i)(V) the number and names of all public schools in the State identified by the State for comprehensive support and improvement under subsection (c)(4)(D)(i) or implementing targeted support and improvement plans under subsection (d)(2); and
Comprehensive Support and Improvement Schools , Targeted Support and Improvement Schools and Additional Targeted Support Schools list those campuses that have been identified for comprehensive support and improvement, targeted support and improvement and additional targeted support based on performance in the Closing the Gaps domain (Excel file).

Part (i)(VI) the exit criteria established by the State as required under clause (i) of subsection (d)(3)(A), including the length of years established under clause (i)(II) of such subsection.
Campuses that do not rank in the bottom five percent of the Closing the Gaps domain for two consecutive years and have increased a letter grade (for example, from F to D or from D to C) on the Closing the Gaps domain are considered as having successfully exited comprehensive support and improvement status.Campuses identified as comprehensive support and improvement based solely on a graduation rate below 67 percent must have a four-year federal graduation rate of at least 67 percent for two consecutive years to exit comprehensive support and improvement status.
To exit additional targeted support status, the student group(s) that triggered the additional targeted support status must meet the targets for the Academic Achievement component in both reading and mathematics.

Part (ii): Student Achievement by Proficiency Level

This section provides information on student achievement on the STAAR (State of Texas Assessments of Academic Readiness) performance for mathematics, reading/ELA, and science by grade level and proficiency level for the 2018-19 school year. These results include all students tested, regardless of whether they were in the accountability subset. (CWD: children with disability; CWOD: children without disability; EL: English learner)

  State District Campus Afr
Amer
Hispanic White Amer
Ind
Asian Pac
Isl
Two or
More
Races
Econ
Disadv
Non
Econ
Disadv
CWD CWOD EL Male Female Migrant Homeless Foster
Care
Military
 
STAAR Percent at Approaches Grade Level or Above
   Grade 3
      Reading    All Students 75% 65% 58% 38% 67% 78% * * * * 56% 65% 54% 59% 74% 59% 58% - * - -
     CWD 49% 43% 54% 60% 80% * - * - - 50% 60% 54% - 60% 44% * - - - -
     CWOD 79% 68% 59% 34% 66% 100% * * * * 56% 67% - 59% 77% 62% 56% - * - -
     EL 69% 70% 74% * 73% * * * * * 71% 82% 60% 77% 74% 82% 67% - - - -
     Male 73% 62% 59% 33% 73% 80% - * * * 56% 67% 44% 62% 82% 59% - - * - -
     Female 78% 69% 58% 42% 63% * * * * - 56% 71% * 56% 67% - 58% - - - -
 
      Mathematics    All Students 78% 67% 60% 43% 67% 89% * * * * 61% 58% 54% 61% 66% 63% 58% - * - -
     CWD 52% 45% 54% 40% 80% * - * - - 50% 60% 54% - 60% 56% * - - - -
     CWOD 81% 69% 61% 44% 66% 100% * * * * 63% 57% - 61% 67% 64% 59% - * - -
     EL 75% 72% 66% * 65% * * * * * 63% 73% 60% 67% 66% 77% 50% - - - -
     Male 78% 66% 63% 39% 73% 100% - * * * 64% 61% 56% 64% 77% 63% - - * - -
     Female 78% 68% 58% 47% 63% * * * * - 58% 57% * 59% 50% - 58% - - - -
 
   Grade 4
      Reading    All Students 74% 61% 78% 71% 87% 60% 57% 71% - * 72% 93% 57% 79% 78% 78% 78% - - * *
     CWD 44% 42% 57% * * * - - - - 40% * 57% - * * * - - - -
     CWOD 78% 64% 79% 71% 90% * 57% 71% - * 74% 93% - 79% 79% 80% 78% - - * *
     EL 64% 63% 78% * 84% - 50% 60% - - 77% 80% * 79% 78% 82% 71% - - - -
     Male 71% 58% 78% 63% 87% * * * - * 69% 100% * 80% 82% 78% - - - * -
     Female 77% 65% 78% 78% 86% * * * - * 75% 85% * 78% 71% - 78% - - - *
 
      Mathematics    All Students 74% 63% 79% 71% 87% 40% 100% 71% - * 77% 86% 43% 82% 86% 83% 76% - - * *
     CWD 46% 47% 43% * * * - - - - 40% * 43% - * * * - - - -
     CWOD 78% 65% 82% 71% 90% * 100% 71% - * 79% 89% - 82% 88% 87% 76% - - * *
     EL 69% 66% 86% * 86% - 100% 60% - - 87% 80% * 88% 86% 93% 76% - - - -
     Male 74% 63% 83% 69% 90% * * * - * 79% 94% * 87% 93% 83% - - - * -
     Female 74% 63% 76% 72% 81% * * * - * 75% 77% * 76% 76% - 76% - - - *
 
   Grade 5
      Reading    All Students 86% 76% 79% 73% 78% 83% * 100% * * 80% 74% 38% 85% 82% 71% 89% - * * *
     CWD 55% 45% 38% 40% 33% * - - - - 45% * 38% - * 36% * - * * -
     CWOD 89% 80% 85% 79% 84% * * 100% * * 86% 81% - 85% 87% 79% 91% - * - *
     EL 77% 75% 82% - 80% - * * - - 83% * * 87% 82% 72% 93% - - - -
     Male 83% 72% 71% 58% 75% * * * * * 76% 38% 36% 79% 72% 71% - - * - -
     Female 88% 81% 89% 93% 83% * * * * - 88% 93% * 91% 93% - 89% - * * *
 
      Mathematics    All Students 89% 81% 87% 82% 89% 83% * 100% * * 89% 78% 77% 88% 85% 83% 91% - * * *
     CWD 68% 62% 77% 80% 83% * - - - - 82% * 77% - * 73% * - * * -
     CWOD 92% 83% 88% 82% 90% * * 100% * * 90% 81% - 88% 84% 85% 91% - * - *
     EL 85% 84% 85% - 87% - * * - - 86% * * 84% 85% 78% 93% - - - -
     Male 88% 81% 83% 79% 84% * * * * * 88% 50% 73% 85% 78% 83% - - * - -
     Female 90% 82% 91% 86% 96% * * * * - 91% 93% * 91% 93% - 91% - * * *
 
      Science    All Students 74% 59% 67% 58% 65% 100% * 100% * * 66% 70% 46% 70% 55% 69% 64% - * * *
     CWD 45% 36% 46% 20% 50% * - - - - 55% * 46% - * 45% * - * * -
     CWOD 77% 62% 70% 64% 67% * * 100% * * 68% 76% - 70% 55% 74% 64% - * - *
     EL 60% 59% 55% - 53% - * * - - 55% * * 55% 55% 67% 40% - - - -
     Male 74% 60% 69% 53% 75% * * * * * 74% 38% 45% 74% 67% 69% - - * - -
     Female 73% 59% 64% 64% 52% * * * * - 53% 87% * 64% 40% - 64% - * * *
 
 
STAAR Percent at Meets Grade Level or Above
   Grade 3
      Reading    All Students 44% 34% 36% 24% 40% 56% * * * * 35% 38% 46% 34% 51% 37% 35% - * - -
     CWD 26% 24% 46% 40% 80% * - * - - 50% 40% 46% - 60% 33% * - - - -
     CWOD 46% 35% 34% 22% 34% 71% * * * * 33% 38% - 34% 50% 38% 31% - * - -
     EL 35% 39% 51% * 50% * * * * * 50% 55% 60% 50% 51% 55% 50% - - - -
     Male 41% 30% 37% 17% 46% 80% - * * * 36% 39% 33% 38% 55% 37% - - * - -
     Female 47% 38% 35% 32% 31% * * * * - 33% 43% * 31% 50% - 35% - - - -
 
      Mathematics    All Students 48% 33% 34% 19% 35% 56% * * * * 33% 35% 46% 32% 43% 35% 33% - * - -
     CWD 30% 26% 46% 40% 60% * - * - - 38% 60% 46% - 40% 44% * - - - -
     CWOD 50% 33% 32% 16% 32% 57% * * * * 33% 29% - 32% 43% 33% 31% - * - -
     EL 41% 36% 43% * 38% * * * * * 46% 36% 40% 43% 43% 45% 42% - - - -
     Male 49% 34% 35% 11% 42% 60% - * * * 33% 39% 44% 33% 45% 35% - - * - -
     Female 46% 31% 33% 26% 25% * * * * - 33% 29% * 31% 42% - 33% - - - -
 
   Grade 4
      Reading    All Students 43% 32% 51% 44% 56% 40% 43% 57% - * 44% 72% 57% 51% 47% 55% 47% - - * *
     CWD 24% 28% 57% * * * - - - - 40% * 57% - * * * - - - -
     CWOD 46% 32% 51% 42% 57% * 43% 57% - * 44% 70% - 51% 48% 56% 46% - - * *
     EL 30% 32% 47% * 46% - 33% 60% - - 44% 60% * 48% 47% 57% 33% - - - -
     Male 41% 30% 55% 38% 65% * * * - * 43% 88% * 56% 57% 55% - - - * -
     Female 46% 34% 47% 50% 43% * * * - * 44% 54% * 46% 33% - 47% - - - *
 
      Mathematics    All Students 46% 34% 54% 44% 60% 20% 71% 57% - * 50% 66% 43% 55% 55% 60% 47% - - * *
     CWD 27% 29% 43% * * * - - - - 40% * 43% - * * * - - - -
     CWOD 49% 34% 55% 42% 61% * 71% 57% - * 51% 67% - 55% 56% 63% 46% - - * *
     EL 39% 35% 55% * 51% - 67% 60% - - 54% 60% * 56% 55% 71% 33% - - - -
     Male 48% 35% 60% 38% 71% * * * - * 55% 75% * 63% 71% 60% - - - * -
     Female 45% 32% 47% 50% 43% * * * - * 44% 54% * 46% 33% - 47% - - - *
 
   Grade 5
      Reading    All Students 53% 40% 47% 36% 42% 83% * 100% * * 41% 65% 31% 49% 27% 40% 55% - * * *
     CWD 27% 22% 31% 20% 33% * - - - - 36% * 31% - * 27% * - * * -
     CWOD 56% 42% 49% 39% 43% * * 100% * * 42% 71% - 49% 29% 43% 56% - * - *
     EL 36% 37% 27% - 23% - * * - - 28% * * 29% 27% 28% 27% - - - -
     Male 50% 37% 40% 26% 41% * * * * * 42% 25% 27% 43% 28% 40% - - * - -
     Female 56% 44% 55% 50% 43% * * * * - 41% 87% * 56% 27% - 55% - * * *
 
      Mathematics    All Students 57% 44% 57% 45% 58% 67% * 100% * * 54% 70% 23% 62% 52% 53% 62% - * * *
     CWD 31% 23% 23% 20% 33% * - - - - 27% * 23% - * 18% * - * * -
     CWOD 60% 46% 62% 50% 61% * * 100% * * 58% 76% - 62% 55% 62% 62% - * - *
     EL 46% 49% 52% - 50% - * * - - 52% * * 55% 52% 61% 40% - - - -
     Male 56% 43% 53% 37% 63% * * * * * 56% 38% 18% 62% 61% 53% - - * - -
     Female 57% 45% 62% 57% 52% * * * * - 50% 87% * 62% 40% - 62% - * * *
 
      Science    All Students 48% 33% 43% 33% 40% 50% * 100% * * 38% 61% 23% 46% 24% 38% 49% - * * *
     CWD 27% 23% 23% 20% 33% * - - - - 27% * 23% - * 18% * - * * -
     CWOD 50% 34% 46% 36% 41% * * 100% * * 39% 67% - 46% 26% 43% 49% - * - *
     EL 31% 30% 24% - 20% - * * - - 28% * * 26% 24% 28% 20% - - - -
     Male 50% 34% 38% 21% 44% * * * * * 40% 25% 18% 43% 28% 38% - - * - -
     Female 45% 31% 49% 50% 35% * * * * - 34% 80% * 49% 20% - 49% - * * *
 
 
STAAR Percent at Masters Grade Level
   Grade 3
      Reading    All Students 27% 18% 21% 11% 26% 44% * * * * 19% 27% 31% 20% 34% 26% 16% - * - -
     CWD 10% 7% 31% 40% 40% * - * - - 38% 20% 31% - 40% 22% * - - - -
     CWOD 29% 20% 20% 6% 24% 57% * * * * 17% 29% - 20% 33% 27% 13% - * - -
     EL 19% 22% 34% * 35% * * * * * 38% 27% 40% 33% 34% 41% 25% - - - -
     Male 24% 16% 26% 6% 35% 60% - * * * 25% 28% 22% 27% 41% 26% - - * - -
     Female 29% 21% 16% 16% 13% * * * * - 14% 29% * 13% 25% - 16% - - - -
 
      Mathematics    All Students 24% 13% 17% 11% 21% 11% * * * * 17% 19% 23% 16% 26% 22% 12% - * - -
     CWD