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Results Driven Accountability (RDA)
Results Driven Accountability (RDA) is a local education agency (LEA) level, data-driven monitoring framework developed and implemented annually by the Department of Review and Support in coordination with supporting departments within the Texas Education Agency (TEA). The results of the state’s RDA have been released.
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Federal Report Cards
The Elementary and Secondary Education Act (ESEA), as amended by Every Student Succeeds Act (ESSA), requires each State education agency to prepare and publish an annual report card. The Federal Report Card for Texas Public Schools is a web-based system that generates the required federal report cards at the state, district, and campus levels for easy dissemination by school districts. Every district that receives Title I, Part A funding is responsible for distributing the reports to each of its campuses, the parents of all enrolled students, and the general public.
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District Annual Report
Texas Education Code (TEC), §39.306 and §39.362, or 19 Texas Administrative Code (TAC), §61.1022. TEC, §39.306 requires each district’s board of trustees to publish an annual report. The primary component of this annual report is the PDF TAPR (Texas Academic Performance Report).
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A-F Accountability Reports (TEA)
The A–F system was established by House Bill (HB) 22 in 2017 for the purpose of continuously improving student performance toward the goals of eliminating achievement gaps based on race, ethnicity, and socioeconomic status and ensuring the state is a national leader in preparing students for postsecondary success.
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Graduation & Dropout Analysis Reports
The Texas Education Agency (TEA) produces a variety of resources related to graduates and dropouts in Texas public schools, including data and information on longitudinal graduation and dropout rates, annual dropout rates, annual leavers, individual graduation committees, graduation summaries, year-to-year reporting, and attrition rates. Read an analysis of HISD outcomes here.
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Advanced Placement (AP) Reports
The Advanced Placement (AP) program represents a critical element in HISD’s efforts to inject rigor into the high school classrooms. This report presents AP exam participation and performance trends for the past five years as well as results from the most recent school year summarized by campus and student groups.
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Dual Enrollment
Dual enrollment is an advanced academic course currently offered at six campuses in Houston ISD through a partnership with the University of Texas at Austin OnRamps program. Dual enrollment courses allow students to complete college level course work concurrently with high school curriculum, earning a grade for both levels, with the potential to earn college credit on a University of Texas (UT) transcript.
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SAT/PSAT/ACT/TSIA Reports
The College Board administers several assessments to students interested in enrolling in college. Each assessment has a college readiness benchmark that can be used to satisfy the Texas Success Initiave requirements.
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International Baccalaureate (IB)
The International Baccalaureate (IB) program offers students a strong curriculum monitored by an international consortium of educators headquartered in Geneva, Switzerland. Completed IB coursework is rigorously evaluated through IB examinations which are conducted at the students’ high schools.
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Post-Secondary Enrollment
The Houston Independent School District (HISD) subscribes to the StudentTracker® service offered by the National Student Clearinghouse (NSC), which provides postsecondary enrollment and achievement data. This report summarizes postsecondary enrollment, persistence, and degree completion rates for HISD’s Class of 2022.
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Industry Based Certifications
Industry-Based Certification (IBC) programs provide opportunities for students to learn practical skills they can use in the workforce and in postsecondary education. Campuses can also earn College, Career, and Military Readiness (CCMR) credit toward the state accountability system when students complete an IBC. This brief summarizes the IBC program for the 2021–2022 school year.
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CCMR Outcomes Bonus
This report highlights the College, Career, or Military Readiness Outcomes Bonus (CCMR OB). The CCMR OB is allocated to the district for students meeting the CCMR OB definition of college- or career-ready. Allocations are provided by economically disadvantaged, non-economically disadvantaged, and those receiving special education services.
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TELPAS
In response to federal requirements to report data on the progress of Emergent Bilingual (EB) students, the Texas Education Agency (TEA) developed the Texas English Language Proficiency Assessment System (TELPAS), which provides a comprehensive measure of English language proficiency.
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STAAR EOC
Students participate in STAAR end-of-course (EOC) assessments in the following five subjects: Algebra I, Biology, English I, English II, and U.S. History. In general, students must pass the five STAAR EOC assessments to earn a high school diploma from a Texas public or charter school, as required in Texas Education Code (TEC) 39.025. The attached reports provide an overview of the STAAR EOC assessment results with historical context, and campus tables divided by school division.
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STAAR 3-8
Students in grades 3 through 8 take the State of Texas Assessments of Academic Readiness, or STAAR, assessments in reading, mathematics, science, and social studies. At grades 3–8, all students are tested in mathematics and reading. Students are also tested in science at grades 5 and 8, and social studies at grade 8. Beginning in school year 2022–2023, the STAAR assessment integrated writing into reading language arts. As part of this transition, the STAAR writing assessment was not administered effective school year 2021-2022. These reporst provide the results for the STAAR, STAAR Spanish, and STAAR Alternate 2 for students receiving special education services.
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State-Compensatory Education Report
The State Compensatory Education (SCE) program is designed to reduce dropout rates and increase academic performance of students identified as being at-risk of dropping out of school. SCE operates as a funding source to supplement instructional services and offer academic support to students who meet the SCE at-risk criteria established by the state.
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District Advisory Committee & Shared Decision Making Committee
Texas Education Code (TEC) Section 11.252(d) mandates that every district conduct a biennial evaluation of the effectiveness of the district's decision-making and planning policies, procedures, and staff development activities. This evaluation serves to document how the representatives of the 2022–2023 Houston Independent School District (HISD) District Advisory Committee (DAC) and campus Shared Decision-Making Committees (SDMCs) perceived the support structures for and the impact of the advisory committees on which they served.
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Title 1 Reports
The Title I, Part A Student Achievement Report describes the academic performance of students enrolled in Title I schools within the Houston Independent School District (HISD).
The Title 1: Parent & Family Engagement report compares the level of parent and family engagement (PFE) in at the Title I, Part A schoolwide campuses and targeted assistance campuses within the Houston Independent School District (HISD). This report also summarizes responses to the HISD Title I, Part A Parent and Family Engagement Survey. -
GIfted & Talented Reports
The purpose of this evaluation is to comply with state mandates requiring school districts to evaluate the effectiveness of the Gifted and Talented Program annually (TEC §11.251–11.253). Consequently, this evaluation focused on the degree to which the Gifted and Talented Program operated in compliance with the policies and procedures developed by the legal and administrative authorities.
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Student Discipline Report
The purpose of these Student Discipline Reports is to provide the number and rate of student disciplinary action reasons that occurred in HISD. The reports were created to comply with Senate Bill 1724, as described in Section 39.053 of the Texas Education Code. Specifically, it states that the annual reports must include a statement of the number, rate, and type of violent or criminal incidents that occurred on each district campus, information concerning school violence prevention and violence intervention policies and procedures that the district is using to protect students, and the findings that result from evaluations conducted under the Safe and Drug-Free Schools and Communities Act of 1994 (20 U.S.C. Section 7101 et seq.) and its subsequent amendments.
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National Assessement of Educational Progress (NAEP)
The NAEP, also known as the Nation’s Report Card, is the largest nationally representative and continuing assessment of what America’s students know and can do in core subject areas. NAEP tests are given across multiple subjects and grades nationwide. The “main NAEP” is administered every other year and assesses math and reading for grades 4 and 8.
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Bilingual & ESL Program Evaluation
The Texas Education Code (§ 29.051) requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. Attached is the evaluation report summarizing the performance of students who participated in the district’s bilingual and ESL programs during the year. Included in the report are findings from assessments of academic achievement and English language proficiency for all students classified as Emergent Bilinguals(EB), demographic characteristics of students served by these programs, and a count of how many students exited EB status. The report also summarizes the professional development activities of staff involved with the bilingual and ESL programs.
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Migrant Education Program
This report describes the enrollment, recruitment and support efforts, parent survey information, and student performance for students identified with the migrant student designation. The evaluation used descriptive statistics to report findings by comparing migrant students with their non-migrant peers.
