Texas Education Agency
2015-16 Federal Report Card for Texas Public Schools
Campus Name: SHALLOWATER H S
Campus ID: 152909001
District Name: SHALLOWATER ISD

Part I: Student Achievement by Proficiency Level

This section provides the State of Texas Assessments of Academic Readiness (STAAR) performance results for each subject area and grade level tested in the 2015-16 school year. These results include all students tested, whether or not they were in the accountability subset.

  State District Campus African
American
Hispanic White American
Indian
Asian Pacific
Islander
Two or
More
Races
Special
Ed
Econ
Disadv
ELL Female Male Migrant
STAAR Percent At or Above Level II Satisfactory Standard (2016) or Phase-in 1 Level II (2015)
 
   End of Course
      English I 2016 63% 74% 73% - 52% 89% - - - * 32% 68% * 86% 66% -
  2015 66% 86% 86% - 79% 92% - - - * 45% 80% - 93% 79% *
 
      English II 2016 66% 83% 83% * 70% 91% - - - * * 78% - 90% 76% -
  2015 69% 76% 75% * 73% 79% - - - * * 56% - 78% 73% *
 
      Algebra I 2016 76% 94% 94% - 87% 99% - - - - 80% 90% * 96% 91% -
  2015 77% 91% 89% * 78% 94% - - - 100% 73% 84% - 87% 91% -
 
      Biology 2016 86% 93% 93% - 83% 100% - - - * 69% 85% * 93% 93% -
  2015 88% 95% 95% - 92% 97% - - - * 67% 92% - 97% 93% -
 
      U.S. History 2016 90% 96% 95% - 89% 100% - - - * 67% 93% - 95% 96% -
  2015 88% 91% 91% * 83% 95% - - - * 58% 86% - 95% 88% *
 
   All Grades
      All Subjects 2016 74% 86% 89% * 77% 96% - - - 70% 52% 83% * 93% 85% -
  2015 73% 85% 87% * 81% 92% - - - 75% 53% 80% - 90% 85% *
 
      Reading 2016 72% 83% 80% * 63% 90% - - - * 27% 74% * 89% 72% -
  2015 74% 86% 81% * 76% 87% - - - 63% 36% 69% - 87% 77% *
 
      Mathematics 2016 75% 91% 94% - 87% 99% - - - - 80% 90% * 96% 91% -
  2015 73% 88% 89% * 78% 94% - - - 100% 73% 84% - 87% 91% -
 
      Science 2016 77% 85% 93% - 83% 100% - - - * 69% 85% * 93% 93% -
  2015 75% 85% 95% - 92% 97% - - - * 67% 92% - 97% 93% -
 
      Social Studies 2016 76% 83% 95% - 89% 100% - - - * 67% 93% - 95% 96% -
  2015 74% 84% 91% * 83% 95% - - - * 58% 86% - 95% 88% *
 
STAAR Percent at Final Level II or Above
 
   All Grades
      All Subjects 2016 42% 56% 61% * 40% 74% - - - 70% 22% 47% * 69% 54% -
  2015 38% 51% 57% * 38% 67% - - - 40% 18% 42% - 63% 51% *
 
      Reading 2016 42% 54% 54% * 31% 67% - - - * 15% 40% * 66% 44% -
  2015 40% 55% 56% * 40% 66% - - - 38% 12% 43% - 66% 47% *
 
      Mathematics 2016 40% 61% 67% - 47% 81% - - - - 33% 56% * 71% 63% -
  2015 36% 52% 54% * 35% 66% - - - 20% 18% 37% - 61% 48% -
 
      Science 2016 44% 54% 65% - 39% 82% - - - * 31% 45% * 74% 56% -
  2015 40% 53% 62% - 42% 71% - - - * 22% 46% - 64% 60% -
 
      Social Studies 2016 45% 50% 66% - 48% 75% - - - * 11% 53% - 68% 65% -
  2015 41% 43% 56% * 30% 67% - - - * 25% 43% - 56% 56% *
 
STAAR Percent at Level III Advanced
 
   All Grades
      All Subjects 2016 17% 26% 21% * 7% 30% - - - 0% 11% 14% * 26% 17% -
  2015 14% 22% 17% * 6% 22% - - - 15% 11% 9% - 19% 15% *
 
      Reading 2016 16% 24% 8% * 3% 12% - - - * 9% 5% * 15% 3% -
  2015 15% 25% 12% * 4% 17% - - - 13% 8% 6% - 16% 9% *
 
      Mathematics 2016 17% 32% 45% - 20% 61% - - - - 13% 32% * 54% 36% -
  2015 14% 23% 25% * 11% 33% - - - 20% 18% 14% - 30% 20% -
 
      Science 2016 15% 21% 21% - 4% 32% - - - * 19% 11% * 24% 18% -
  2015 14% 17% 11% - 5% 15% - - - * 11% 6% - 12% 10% -
 
      Social Studies 2016 21% 22% 24% - 7% 34% - - - * 0% 14% - 20% 28% -
  2015 18% 16% 24% * 10% 29% - - - * 8% 14% - 18% 30% *
 

STAAR Participation (All Grades)
 
      All Tests 2016 99% 100% 100% * 100% 100% - - - 100% 100% 100% * 100% 100% -
  2015 99% 100% 100% 100% 99% 100% - - - 100% 98% 99% - 100% 99% 100%
 
      Reading 2016 99% 100% 100% * 100% 99% - - - 100% 100% 100% * 100% 99% -
  2015 99% 100% 99% 100% 99% 99% - - - 100% 96% 98% - 100% 99% 100%
 
      Mathematics 2016 100% 100% 100% - 100% 100% - - - - 100% 100% * 100% 100% -
  2015 99% 100% 100% 100% 100% 100% - - - 100% 100% 100% - 100% 100% -
 
      Science 2016 99% 100% 99% - 98% 100% - - - * 100% 98% * 98% 100% -
  2015 99% 100% 100% - 100% 100% - - - 100% 100% 100% - 100% 100% -
 
      Social Studies 2016 98% 100% 100% - 100% 100% - - - * 100% 100% - 100% 100% -
  2015 99% 100% 100% 100% 100% 100% - - - 100% 100% 100% - 100% 100% 100%
 

STAAR Participation Results by Assessment Type for Students Served in Special Education Settings (All Grades)
 
Reading Tests
   % of Participants 2016 98% 100% 100% - 100% 100% - - - * 100% 100% - 100% 100% -
      % STAAR/EOC With No Accommodations 2016 13% 9% 9% - 6% 13% - - - * 9% 6% - 0% 12% -
      % STAAR/EOC With Accommodations 2016 73% 82% 76% - 82% 67% - - - * 76% 67% - 63% 80% -
      % STAAR Alternate2 2016 11% 10% 15% - 12% 20% - - - * 15% 28% - 38% 8% -
   % of Non-Participants 2016 2% 0% 0% - 0% 0% - - - * 0% 0% - 0% 0% -
 
Mathematics Tests
   % of Participants 2016 99% 100% 100% - 100% 100% - - - - 100% 100% - 100% 100% -
      % STAAR/EOC With No Accommodations 2016 12% 7% 0% - 0% 0% - - - - 0% 0% - 0% 0% -
      % STAAR/EOC With Accommodations 2016 75% 81% 67% - 78% 50% - - - - 67% 55% - 40% 80% -
      % STAAR Alternate2 2016 12% 12% 33% - 22% 50% - - - - 33% 45% - 60% 20% -
   % of Non-Participants 2016 1% 0% 0% - 0% 0% - - - - 0% 0% - 0% 0% -
 
 
 
'*'   Indicates results are masked due to small numbers to protect student confidentiality.
'-'   Indicates zero observations reported for this group.
'n/a' Indicates data reporting is not applicable for this group.
'?'   Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range.

 
Part II: Student Achievement and State Academic Annual Measureable Objectives (AMOs)

This section provides the STAAR performance results for each subject area tested in the 2015-16 school year. These results only include tested students who were in the accountability subset. This section also includes four-year and five-year graduation rates and participation rates on STAAR for reading and mathematics.


  All
Students
African
American
Hispanic White American
Indian
Asian Pacific
Islander
Two or More
Races
Econ
Disadv
Special
Ed
ELL (Current & Monitored) ELL + Total
Met
Total
Eligible
Percent of
Eligible
Measures Met
Performance Status - State
State Target 60% 60% 60% 60% 60% 60% 60% 60% 60% 60% 60%        
Reading Y   Y Y         Y N     4 5 80
Mathematics Y   Y Y         Y       4 4 100
Writing                         0 0  
Science Y   Y Y         Y       4 4 100
Social Studies Y   Y Y         Y       4 4 100
Total                         16 17 94
 
Performance Status - Federal
Federal Target 87% 87% 87% 87%         87% 87% 87%        
Reading N   N Y n/a n/a n/a n/a N N   n/a      
Mathematics Y   Y Y n/a n/a n/a n/a Y     n/a      
 
Participation Status
Target 95% 95% 95% 95% 95% 95% 95% 95% 95% 95%   95%      
Reading Y   Y Y         Y Y     5 5 100
Mathematics Y   Y Y         Y       4 4 100
Total                         9 9 100
 
Federal Graduation Status (Target: See Reason Codes)
Graduation Target Met Y   Y Y         Y       4 4 100
Reason Code *** a   a a         a            
Total                         4 4 100
 
District: Met Federal Limits on Alternative Assessments
Reading                              
Alternate 1% n/a                            
Number Proficient n/a                            
Total Federal Cap Limit n/a                            
Mathematics                              
Alternate 1% n/a                            
Number Proficient n/a                            
Total Federal Cap Limit n/a                            
Total                              
Overall Total                         29 30 97
 
+   Participation uses ELL (Current), Graduation uses ELL (Ever HS)
*** Federal Graduation Rate Reason Codes:
                a = Graduation Rate Goal of 90%                                   c = Safe Harbor Target of a 10% decrease in difference from the prior year rate and the Goal
                b = Four-year Graduation Rate Target of 88%              d = Five-year Graduation Rate Target of 90%
Blank cells above represent student group indicators that do not meet the minimum size criteria.
n/a Indicates the student group is not applicable to System Safeguards.

  All
Students
African
American
Hispanic White American
Indian
Asian Pacific
Islander
Two or More
Races
Econ
Disadv
Special
Ed
ELL
(Current &
Monitored)
ELL
(Current)
Performance Rates
Reading
# at Level II Satisfactory Standard 177 * 48 125 - - - * 65 9 * n/a
Total Tests 218 * 74 138 - - - * 85 30 * *
% at Level II Satisfactory Standard 81% * 65% 91% - - - * 76% 30% * n/a
Mathematics
# at Level II Satisfactory Standard 88 - 37 51 - - - - 41 12 * n/a
Total Tests 92 - 40 52 - - - - 43 13 * *
% at Level II Satisfactory Standard 96% - 93% 98% - - - - 95% 92% * n/a
Writing
# at Level II Satisfactory Standard - - - - - - - - - - - n/a
Total Tests - - - - - - - - - - - -
% at Level II Satisfactory Standard - - - - - - - - - - - n/a
Science
# at Level II Satisfactory Standard 108 - ** 71 - - - * 38 10 * n/a
Total Tests 115 - ** 71 - - - * 44 14 * *
% at Level II Satisfactory Standard 94% - 84% 100% - - - * 86% 71% * n/a
Social Studies
# at Level II Satisfactory Standard 123 - ** 84 - - - * 37 5 - n/a
Total Tests 129 - ** 84 - - - * 40 8 - -
% at Level II Satisfactory Standard 95% - 88% 100% - - - * 93% 63% - n/a
 
Participation Rates
Reading: 2015-2016 Assessments
Number Participating 228 * 80 142 - - - ** 91 33 n/a *
Total Students 229 * 80 143 - - - ** 91 33 n/a *
Participation Rate 100% * 100% 99% - - - 100% 100% 100% n/a *
Mathematics: 2015-2016 Assessments
Number Participating 112 - 45 67 - - - - 50 15 n/a *
Total Students 112 - 45 67 - - - - 50 15 n/a *
Participation Rate 100% - 100% 100% - - - - 100% 100% n/a *
 
 
 
*     Indicates results are masked due to small numbers to protect student confidentiality.
**   When only one racial/ethnic group is masked, then the second smallest  racial/ethnic group is masked (regardless of size).
-     Indicates there are no students in the group.
n/a Indicates the student group is not applicable to System Safeguards.

  All
Students
African
American
Hispanic White American
Indian
Asian Pacific
Islander
Two or More
Races
Econ
Disadv
Special
Ed
ELL
(Ever HS)
ELL
(Current)
Federal Graduation Rates
4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2015
Number Graduated 95 * 28 65 * - - - 25 6 - n/a
Total in Class 95 * 28 65 * - - - 25 6 - -
Graduation Rate 100.0% * 100.0% 100.0% * - - - 100.0% 100.0% - n/a
4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2014
Number Graduated 79 - 30 47 * - - * 20 8 * n/a
Total in Class 79 - 30 47 * - - * 20 8 * -
Graduation Rate 100.0% - 100.0% 100.0% * - - * 100.0% 100.0% * n/a
5-year Extended Graduation Rate (Gr 9-12): Class of 2014
Number Graduated 79 - 30 47 * - - * 20 8 * n/a
Total in Class 79 - 30 47 * - - * 20 8 * -
Graduation Rate 100.0% - 100.0% 100.0% * - - * 100.0% 100.0% * n/a
 
District: Met Federal Limits on Alternative Assessments
Reading
Number Proficient n/a                      
Total Federal Cap Limit n/a                      
Mathematics
Number Proficient n/a                      
Total Federal Cap Limit n/a                      
 
 
 
*     Indicates results are masked due to small numbers to protect student confidentiality.
**   When only one racial/ethnic group is masked, then the second smallest  racial/ethnic group is masked (regardless of size).
-     Indicates there are no students in the group.
n/a Indicates the student group is not applicable to System Safeguards.

Source: 2016 Accountability System Safeguards Report

 
Part III: Priority and Focus Schools

Priority schools are the lowest 5% of Title I served campuses based on performance in reading, mathematics and graduation rates. Priority schools include Tier I or Tier II TTIPS schools, campuses with graduation rates less than 60%, and lowest achieving campuses based on All Students reading/math performance. 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. Campuses are ranked based on the largest gaps between student group reading/math performance and the annual measurable objectives (AMO) target of 83%. Campuses were originally staged as priority and focus based on data from the 2013 Accountability Reports.Priority and focus schools having improved in performance and are no longer identified as improvement required for the August 2015 and 2016 ratingswill include a "Progress" label. All schools that do not meet that criteria will remain identified as priority or focus.

Priority School Identification: No
Focus School Identification: No
Priority School Reason: N/A
Focus School Reason: N/A
 

A high-performance reward school is identified as a Title I school with distinctions based on reading and math performance. In addition, at the high school level, a reward school is a Title I school with the highest graduation rates. A high progress school is identified as a Title I school in the top 25% in annual improvement; and/or a school in the top 25% of those demonstrating ability to close performance gaps based on system safeguards. The reward school identifications provided are for the 2015-2016 school year.Identifications for the 2016-2017 school year are pending.

High Performing School: No
High Progress School: No


Source: TEA Division of School Improvement and Support

 
Part IV: Teacher Quality Data

Part IV A: Percent of Teachers by Highest Degree Held
Professional qualifications of all public elementary and secondary school teachers in the State of Texas. The distribution of degrees attained by teachers are shown as the percent of total Full-Time Equivalent (FTE) count of teachers with no degree, bachelorís, masterís, and doctorate degrees.


  ----------------- Campus -----------------  
  Number Percent District
Percent
State
Percent
No Degree 3.2 6.6% 2.3% 1.0%
Bachelors 39.2 81.8% 76.1% 74.7%
Masters 5.5 11.6% 21.6% 23.6%
Doctorate 0.0 0.0% 0.0% 0.6%
 
 

Part IV B and C: Teachers with Emergency/Provisional Credentials, Highly Qualified (HQ) Teachers Low Poverty/ High Poverty Summary Reports
The percentage of all public elementary and secondary school teachers teaching with emergency or provisional credentials, and the percentage of classes in the state not taught by highly qualified teachers disaggregated by high-poverty compared to low-poverty schools. For this purpose, high-poverty means schools in the top quartile of poverty and low-poverty means the bottom quartile of poverty in the state.

 

Low Poverty
Core Academic Subject Areas

  General
Education
Special
Education
Total
Total Number of Teachers   26 2 28
Total Number of Classes   131 14 145
Number of Classes Taught by Highly Qualified Teachers Number 131 14 145
Percent 100.00% 100.00% 100.00%
Number of Classes Taught by Not Highly Qualified Teachers Number 0 0 0
Percent 0.00% 0.00% 0.00%
 
 

Number of Core Academic Teachers Who Are Teaching on the Following Permits

  ------------ Number of Teachers ------------
  Elem
(PK-6)
secondary
(7-12)
Emergency (for certified personnel) 0 0
Emergency (for uncertified personnel) 0 0
Non-renewable 0 0
Temporary Classroom Assignment 0 0
District Teaching 0 0
Temporary 0 0
 
 

Number of Core Academic Teachers with a Probationary Certificate Enrolled in an Alternative Certification

  ------------ Number of Teachers ------------
  General Education Special Education
Highly Qualified 0 0
Not Highly Qualified 0 0
 
 

Source: TEA Division of Federal and State Education Policy

 
Part V: Graduates Enrolled in Texas Institution of Higher Education (IHE)

This section provides the percentage of students who enroll and begin instruction at an institution of higher education in the school year (fall or spring semester) following high school graduation. The rate reflects the percent of total graduates during the 2012-13 school year who attended a public or independent college or university in Texas in the 2013-14 academic year.


Year Enrolled in Higher Education Campus District State
2013-14 * 59.4% 57.5%
2012-13 * 63.6% 56.9%

 
Source: Texas Higher Education Coordinating Board

 
Part VI: Statewide National Assessment of Educational Progress (NAEP) Results

The most recent NAEP results for Texas are provided showing statewide reading and mathematics performance results and participation rates, disaggregated by student group.


State Level: 2015 Percentages at NAEP Achievement Levels

Grade Subject Student Group %
Below Basic
%
At or Above
Basic
%
At or Above
Proficient
%
At or Above
Advanced
Grade 4 Reading Overall 36 64 31 7
    American Indian n/a n/a n/a n/a
    Asian 13 87 66 30
    Black 49 51 17 2
    Hispanic 44 56 22 3
    White 18 82 50 13
    Students with Disabilities 71 29 11 2
    English Language Learners 59 41 12 2
    National School Lunch Program 46 54 20 3
 
  Mathematics Overall 14 86 44 8
    American Indian n/a n/a n/a n/a
    Asian 3 97 82 36
    Black 24 76 29 2
    Hispanic 16 84 37 4
    White 7 93 60 15
    Students with Disabilities 41 59 18 2
    English Language Learners 23 77 28 2
    National School Lunch Program 19 81 30 2
 
Grade 8 Reading Overall 28 72 28 2
    American Indian n/a n/a n/a n/a
    Asian 12 88 55 12
    Black 38 62 19 2
    Hispanic 35 65 19 1
    White 14 86 43 4
    Students with Disabilities 70 30 5 n/a
    English Language Learners 71 29 2 n/a
    National School Lunch Program 36 64 18 1
 
  Mathematics Overall 25 75 32 7
    American Indian n/a n/a n/a n/a
    Asian 5 95 67 25
    Black 43 57 16 2
    Hispanic 31 69 23 4
    White 12 88 48 12
    Students with Disabilities 62 38 8 1
    English Language Learners 60 40 6 n/a
    National School Lunch Program 34 66 20 3
 

State Level: 2015 Participation Rates for Students with Disabilities and Limited English Proficient Students

Grade Subject Student Group %
Grade 4 Reading Students with Disabilities 72
    Limited English Proficient 92
 
  Mathematics Students with Disabilities 80
    Limited English Proficient 95
 
Grade 8 Reading Students with Disabilities 81
    Limited English Proficient 95
 
  Mathematics Students with Disabilities 81
    Limited English Proficient 90
 

 
Source: TEA Division of Student Assessment