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Accountability Reports

Accountability Reports

From this site you may access the Accountability Summaries and Data Tables for Campuses or the District. These show each campus or district's accountability rating and the information used to determine those ratings.  The ratings are: Met Standard, Improvement Required, or Not Rated. In addition to the rating, the classification (Met Standards/Did Not Meet Standards) is shown for each performance index evaluated. To receive a Met Standard rating, campuses and districts must meet or exceed the target score on all indexes for which they have performance data.  An explanation of the Performance Indexes can be found below in the document, “Overview of Performance Index Framework.”

Distinction Designations. In addition to Accountability Ratings, this report identifies campuses that demonstrate progress that is better than 75% of the 40 campuses most like them and academic achievement that places them in the top 25% of those same campuses for Reading/ELA and Mathematics.  

State Website. Even more information and reports on the state and all districts and campuses in the state may be found at the state’s website
2018 Accountability Rating System
Note on Distinctions: 

Distinction designations are awarded to campuses for outstanding performance in relation to 40 other similar campuses of similar type, size, grade span, and student demographics. A campus that receives an accountability rating of Met Standard is eligible for the following distinction designations in 2018. Districts that earn a rating of A, B, C, or D are eligible for a distinction designation in postsecondary readiness.

For 2018, distinction designations are awarded in the following areas:

  • Academic Achievement in English Language Arts/Reading (campus only)
  • Academic Achievement in Mathematics (campus only)
  • Academic Achievement in Science (campus only)
  • Academic Achievement in Social Studies (campus only)
  • Top 25 Percent: Comparative Academic Growth (campus only)
  • Top 25 Percent: Comparative Closing the Gaps (campus only)
  • Postsecondary Readiness (district and campus)

A campus earns a distinction designation if it is in the top quartile (Q1) of its comparison group for at least 33 percent (for high schools and K–12 campuses) or 50 percent (for elementary and middle schools) of the indicators used to award the distinction.

For an indicator to be used to evaluate campuses for a distinction designation, at least 20 campuses in the comparison group must have data for that indicator. If fewer than 20 campuses have data for an indicator, it cannot be used to evaluate campuses for the distinction. This often affects schools with non-traditional grade spans.

2017 Accountability Rating System

2016 Accountability Rating System


The 2016 accountability ratings and reports are available at the links below. Click a link to access accountability summaries, which show accountability ratings and distinction designations, and tables showing the data used to assign the ratings and award distinctions.

Annual Performance Reports

Texas Consolidated School Rating Report

The TCSR combines performance information from several different sources and reports it for each Texas public school district and campus. It contains ratings for three areas:

  • State academic accountability ratings and distinction designations for 2012–13, 2013–14, 2014–15, 2015–16, and 2016–17
  • State financial accountability ratings reported in School Financial Integrity Rating System of Texas (School FIRST) for 2012–13, 2013–14, 2014–15, 2015–16, and 2016–17
  • Locally assigned Community and Student Engagement ratings and statutory compliance statuses for 2013–14, 2014–15, 2015–16, and 2016–17

School Report Cards

The school report card (SRC) combines accountability ratings, data from the Texas Academic Performance Reports (TAPR), and financial information to give a broad view of campus performance. Available for each campus in Texas, the SRC is intended specifically to inform parents and guardians about a school’s individual characteristics and its academic performance.

Search Engine for School Report Cards:

Texas Academic Performance Reports (TAPR) 2016-2017

The Texas Academic Performance Reports (TAPR) combine details of district and campus academic performance with financial reports and information about staff, programs, and demographics.

Federal Report Cards 2016-2017


Tomball Independent School District is sharing this information about the district and your child’s campus with you as part of its obligations under the federal No Child Left Behind Act of 2001 (NCLB).


Federal Report Cards for the state, the district, and each of the district’s campuses are now available on the district’s website at this link: Insert district link or are also available on the Texas Education Agency’s website at:

Information on these report cards includes:


  • Part I: Student Achievement by Proficiency Level - Provides the State of Texas Assessment of Academic Readiness (STAAR) performance and participation results for each subject area and grade level tested.

Participation reports also include reports of the participation of Children with Individualized Education Plans (IEPs) by assessment type.

  • Part II:  Student Achievement and State Academic Annual Measurable Objectives (AMOs) - Provides the AMO outcomes and data table of STAAR performance results for each subject area tested in the accountability subset. This section also includes participation rates on STAAR for reading/English and mathematics, use of alternative assessments, plus four-year and five-year graduation rates.
  • Part III:  Priority and Focus Schools - Provides information on priority schools and focus schools. Priority schools are the lowest 5% of Title I-served campuses based on performance in reading and mathematics and graduation rates. Focus schools are 10% of Title I served campuses, not already identified as priority schools, that have the widest gaps between student group performance and safeguard targets.
  • Part IV:Teacher Quality Data - Provides information on teacher quality in three parts:

Part A – Percent of Teachers by Highest Degree Held – Professional qualifications of all public elementary and secondary teachers in Texas

Part B and C – Teachers with Emergency/Provisional Credentials, Low Poverty/High Poverty Summary Reports – Percentage of all public elementary and secondary school teachers teaching with emergency or provisional credentials, disaggregated by high-poverty compared to low-poverty schools.

  • Part V: Graduates Enrolled in Texas Institution of Higher Education (IHE) - Provides the percentage of students who enroll and begin instruction at an institution of higher education in Texas during the school year (fall or spring semester) following high school graduation.
  • Part VI:  Statewide National Assessment of Educational Progress (NAEP) Results - Provides most recent NAEP results for Texas showing reading and mathematics performance results and participation rates, disaggregated by student group.

If you have difficulty accessing the information from the website, hard copies of the reports are available at the district or campus office.  If you have questions about the information, please contact Mark White at


For some districts and campuses, small data cells are masked in order to protect student confidentiality. When this is the case, the reports may display an asterisk (*) or a percentage preceded by a less than or greater than symbol (<1%).