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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/2018-19-federal-report-card-for-texas-public-schools-district-san-felipe-del-rio-cisd-district-id-233901-accountability-system-description-part-i/474925/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/2018-19-federal-report-card-for-texas-public-schools-district-san-felipe-del-rio-cisd-district-id-233901-accountability-system-description-part-i/474925.png","ImageObject",300,407,{"name":92,"@type":93},"Genevieve","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-07","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What minimum size criteria does Texas use for subgroup inclusion?","Question",{"text":112,"@type":113},"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.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What long-term goals and interim progress measures are included?",{"text":117,"@type":113},"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.",{"name":119,"@type":110,"acceptedAnswer":120},"How does Texas differentiate schools and identify comprehensive support?",{"text":121,"@type":113},"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.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},474925,1790821948,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},1374391974585,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Texas Education Agency  \n2018-19 Federal Report Card for Texas Public Schools  \nDistrict Name: SAN FELIPE-DEL RIO CISD District ID: 233901  \nPart (i): A clear and concise description of the State’s accountability system under subsection (c), including—  \nPart (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;  \nThe 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.  \nPart (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);  \nState ESSA Goals  \nAll  \nStudents  \nAfrican  \nAmerican Hispanic White  \nAmerican  \nIndian Asian  \nPacific Islander  \nTwo or More Races  \nEcon Disadv  \nSpecial Educ  \nEL (Current  \n& Former)  \nAcademic Performance (At Meets Grade Level or Above)  \nReading/ELA  \nMathematics  \nEL Progress  \nBaseline 2016-17 Rates 2017-18 through 2021-22 2022-23 through 2026-27 2027-28 through 2031-32 2032-33  \nBaseline 2016-17 Rates 2017-18 through 2021-22 2022-23 through 2026-27 2027-28 through 2031-32 2032-33  \nBaseline 2016-17 Rates 2017-18 through 2021-22 2022-23 through 2026-27 2027-28 through 2031-32  \n44%  \n44%  \n52%  \n62%  \n72%  \n46%  \n46%  \n54%  \n63%  \n73%  \n32%  \n32%  \n42%  \n54%  \n66%  \n31%  \n31%  \n41%  \n54%  \n66%  \n37%  \n37%  \n46%  \n58%  \n69%  \n40%  \n40%  \n49%  \n59%  \n70%  \n60%  \n60%  \n66%  \n73%  \n80%  \n59%  \n59%  \n65%  \n73%  \n80%  \n43%  \n43%  \n51%  \n62%  \n72%  \n45%  \n45%  \n53%  \n63%  \n73%  \n74%  \n74%  \n78%  \n82%  \n87%  \n82%  \n82%  \n85%  \n88%  \n91%  \n45%  \n45%  \n53%  \n63%  \n73%  \n50%  \n50%  \n57%  \n66%  \n75%  \n56%  \n56%  \n62%  \n70%  \n78%  \n54%  \n54%  \n61%  \n69%  \n77%  \n33%  \n33%  \n43%  \n55%  \n67%  \n36%  \n36%  \n45%  \n57%  \n68%  \n19%  \n19%  \n31%  \n45%  \n60%  \n23%  \n23%  \n34%  \n48%  \n62%  \n29%  \n29%  \n39%  \n52%  \n65%  \n40%  \n40%  \n49%  \n59%  \n70%  \n41%  \n36%  \n38%  \n40%  \nGraduation Rate: 4-Year Longitudinal Rate^  \nBaseline 2016-17 Rates 89% 85% 87% 93% 86% 95% 89% 92% 86% 78% 72%  \n2017-18 through 2021-22 90% 90% 90% 90% 90% 90% 90% 90% 90% 90% 90%  \n2022-23 through 2026-27 92% 92% 92% 92% 92% 92% 92% 92% 92% 92% 92%  \n2027-28 through 2031-32 94% 94% 94% 94% 94% 94% 94% 94% 94% 94% 94%  \n'^' 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) .  \nPart (i)(III) the indicators described in subsection (c)(4)(B) used to meaningfully differentiate all public schools in the State;  \na. Academic Achievement Indicator: STAAR Performance Status (Percent at Meets Grade Level or Above)  \nb. Other Academic Indicator for Non-High Schools: STAAR Growth Status  \nc. Graduation Rate: Federal Graduation Status  \nd. ELP Indicator: English Learner Language Proficiency Status  \ne. 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  \nPart (i)(IV) the State’s system for meaningfully differentiating all public schools in the State, including—  \n(aa) the specific weight of the indicators described in subsection (c)(4)(B) in such differentiation;  \nCampus Type  \nElementary and Middle Schools  \nHigh Schools and K-12  \nIndicator  \nAcademic Achievement  \nOther Academic Indicator  \nEnglish Learner Language Proficiency SQSS: Student Achievement Domain Score Academic Achievement  \n4-Year Graduation Rate  \nEnglish Learner Language Proficiency SQSS: College, Career, and Military Readiness  \nWeight  \n30%  \n50%  \n10%  \n10%  \n50%  \n10%  \n10%  \n30%  \n(bb) the methodology by which the State differentiates all such schools;  \nA weighted average of the acc","cbCaivQ2Yo6na2Ei","https://ap.wps.com/l/cbCaivQ2Yo6na2Ei","pdf",175636,"English","# Accountability system description (Part (i))\n## Minimum size criteria for student group inclusion\n## State ESSA long-term goals and interim progress measures\n## Graduation rate and related notes\n## Indicators used to differentiate public schools\n## Weighting and methodology for differentiation\n## Identification methods for consistently underperforming and comprehensive support","[{\"question\":\"What minimum size criteria does Texas use for subgroup inclusion?\",\"answer\":\"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.\"},{\"question\":\"What long-term goals and interim progress measures are included?\",\"answer\":\"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.\"},{\"question\":\"How does Texas differentiate schools and identify comprehensive support?\",\"answer\":\"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.\"}]","2018-19 Federal Report Card for Texas Public Schools - District SAN FELIPE-DEL RIO CISD (District ID: 233901) - Accountability System Description (Part (i)) | PDF",1790785036,48]