2018-19 Federal Report Card for Texas Public Schools - District SAN FELIPE-DEL RIO CISD (District ID: 233901) - Accountability System Description (Part (i))

Sep 30, 2026

2018-19 Federal Report Card content for Texas public schools explains Texas’ ESSA accountability minimum size criteria and the long-term goals with interim progress measurements for all students and multiple student subgroups. It specifies minimum assessment or student counts required for subgroup inclusion, presents baseline rates and projected attainment ranges through future school years, and defines graduation-rate targets and related notes. It also details differentiation indicators, their weights, and the methodologies used to identify consistently underperforming and comprehensive support schools.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Accountability system description (Part (i))

Minimum size criteria for student group inclusion

State ESSA long-term goals and interim progress measures

Graduation rate and related notes

Indicators used to differentiate public schools

Weighting and methodology for differentiation

Identification methods for consistently underperforming and comprehensive support

Texas Education Agency 2018-19 Federal Report Card for Texas Public Schools District Name: SAN FELIPE-DEL RIO CISD District ID: 233901 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 Mathematics EL Progress Baseline 2016-17 Rates 2017-18 through 2021-22 2022-23 through 2026-27 2027-28 through 2031-32 2032-33 Baseline 2016-17 Rates 2017-18 through 2021-22 2022-23 through 2026-27 2027-28 through 2031-32 2032-33 Baseline 2016-17 Rates 2017-18 through 2021-22 2022-23 through 2026-27 2027-28 through 2031-32 44% 44% 52% 62% 72% 46% 46% 54% 63% 73% 32% 32% 42% 54% 66% 31% 31% 41% 54% 66% 37% 37% 46% 58% 69% 40% 40% 49% 59% 70% 60% 60% 66% 73% 80% 59% 59% 65% 73% 80% 43% 43% 51% 62% 72% 45% 45% 53% 63% 73% 74% 74% 78% 82% 87% 82% 82% 85% 88% 91% 45% 45% 53% 63% 73% 50% 50% 57% 66% 75% 56% 56% 62% 70% 78% 54% 54% 61% 69% 77% 33% 33% 43% 55% 67% 36% 36% 45% 57% 68% 19% 19% 31% 45% 60% 23% 23% 34% 48% 62% 29% 29% 39% 52% 65% 40% 40% 49% 59% 70% 41% 36% 38% 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 Elementary and Middle Schools High Schools and K-12 Indicator Academic Achievement Other Academic Indicator English Learner Language Proficiency SQSS: Student Achievement Domain Score Academic Achievement 4-Year Graduation Rate English Learner Language Proficiency SQSS: College, Career, and Military Readiness Weight 30% 50% 10% 10% 50% 10% 10% 30% (bb) the methodology by which the State differentiates all such schools; A weighted average of the acc

FAQs

What minimum size criteria does Texas use for subgroup inclusion?

Texas uses a minimum size of 25 tests or 25 students for assessment and non-assessment related indicators, and 10 tests or students for the all-student group.

What long-term goals and interim progress measures are included?

The report lists State ESSA goals and interim progress measures for all students and subgroups, including academic performance (at meets grade level or above), reading/ELA, mathematics, EL progress, and graduation rate tracking.

How does Texas differentiate schools and identify comprehensive support?

Texas uses weighted accountability indicators (scaled to letter grades) and a methodology based on domain scores. Schools are identified for comprehensive support using the Closing the Gaps domain scaled score ranking (including a lowest five percent rule for Title I, Part A-funded campuses) and additional graduation-rate thresholds.

Sep 30, 2026

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