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 https://tea.texas.gov/perfreport/
Given the impact of COVID-19, all districts and schools received a label of Not Rated: Declared State of Disaster for their 2020 accountability ratings. Click here to read the official announcement.
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 2019, 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.
Campus Summary Sheets 2018-2019 A-F Accountability
Prior Year Campus and District Ratings
Annual Performance Reports
Annual Performance Reports by Year
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: https://txschools.org/
School Report Cards by Year
Texas Academic Performance Reports (TAPR)
The Texas Academic Performance Reports (TAPR) combine details of district and campus academic performance with financial reports and information about staff, programs, and demographics.
TAPR Reports by Year
Federal Report Cards
Tomball ISD is sharing this information about the district and your child’s campus with you as part of its obligations under the federal Every Student Succeeds Act of 2015 (ESSA).
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: “Required Posting” or are also available on the Texas Education Agency’s website at: https://tea.texas.gov/Finance_and_Grants/Grants/Federal_Report_Card/.
Information on these report cards includes:
Part (i): General Description of the Texas State Accountability System
On March 27, 2020, the U.S. Department of Education (USDE) waived statewide assessment, accountability, and certain reporting requirements in the Elementary and Secondary Education Act (ESEA) for the 2019-2020 school year due to widespread school closures related to the novel Coronavirus disease (COVID-19). The waiver includes the report card provisions in section 1111(h)(1)(C)(i) (accountability system description).
Campuses Identified for Support under the Every Student Succeeds Act (ESSA) for the 2020-2021 school year are reported.
Part (ii): Student Achievement by Proficiency Level
Due to the impact of COVID-19, the USDE waived reporting requirements in Section 1111(h)(1)(C)(ii) (assessment results) for the 2019-2020 school year.
Part (iii)(I): Academic Growth
Due to the impact of COVID-19, the USDE waived reporting requirements in Section 1111(h)(1)(C)(iii)(I) (other academic indicator results) for the 2019-2020 school year
Part (iii)(II): Graduation Rate
This section provides information on high school graduation rates for the class of 2019.
Part (iv): English Language Proficiency
Due to the impact of COVID-19, the USDE waived reporting requirements in Section 1111(h)(1)(C)(iv) (English language proficiency results) for the 2019-2020 school year.
Part (v): School Quality or Student Success (SQSS)
Due to the impact of COVID-19, the USDE waived reporting requirements in Section 1111(h)(1)(C)(v) (school quality or student success indicator results) for the 2019-2020 school year for elementary schools and secondary schools without a graduation rate. For secondary schools with CCMR (college, career, and military readiness) data, the results are reported.
Part (vi): Goal Meeting Status
Due to the impact of COVID-19, the USDE waived reporting requirements in Section 1111(h)(1)(C)(vi) (progress toward meeting long-term goals and measurements of interim progress) for the 2019-2020 school year.
Part (vii): STAAR Participation
Due to the impact of COVID-19, the USDE waived reporting requirements in Section 1111(h)(1)(C)(vii) (percentage of students assessed and not assessed) for the 2019-2020 school year.
Part (viii): Civil Rights Data
Part (viii)(I): The section provides information from the 2017-2018 Civil Rights Data Collection (CRDC) surveys, submitted by school districts to the Office for Civil Rights, on measures of school quality, climate, and safety, including counts of in-school suspensions, out-of-school suspensions, expulsions, school related arrests, referrals to law enforcement, chronic absenteeism (including both excused and unexcused absences), incidences of violence, including bullying and harassment.
Part (viii)(II): This section provides information from the 2017-2018 CRDC surveys, submitted by school districts to the Office for Civil Rights, on the number of students enrolled in preschool programs and accelerated coursework to earn postsecondary credit while still in high school.
Part (ix): Teacher Quality Data
This section provides information on the professional qualifications of teachers, including information disaggregated by high- and low-poverty schools on the number and percentage of (I) inexperienced teacher, principals, and other school leaders; (II) teachers teaching with emergency or provisional credentials; and (III) teachers who are not teaching in the subject or field for which the teacher is certified or licensed.
Part (x): Per-pupil Expenditure
This section provides information on the per-pupil expenditures of federal, state, and local funds, including actual personnel expenditures and actual non-personnel expenditures, disaggregated by source of funds, for each school district and campus for the preceding fiscal year.
To be updated by June 30th, 2021.
Part (xi): STAAR Alternate 2 Participation
Due to the impact of COVID-19, the USDE waived reporting requirements in Section 1111(h)(1)(C)(xi) (number and percentage of students with the most significant cognitive disabilities taking an alternate assessment) for the 2019-2020 school year.
Part (xii): Statewide National Assessment of Educational Progress (NAEP)
This section provides results on the state academic assessments in reading and mathematics in grades 4 and 8 of the 2019 National Assessment of Educational Progress, compared to the national average of such results.
Part (xiii): Cohort Rate of Graduates Enrolled in Postsecondary Education
This section provides information on the cohort rate at which students who graduated from high school in the 2017-2018 school year enrolled in a Texas public postsecondary education institution in the 2018-2019 academic year.
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, Assistant Superintendent of Accountability and Governmental Relations at email@example.com.
2018-2019 Federal Report Cards
2019-2020 Federal Report Cards