[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-584885-105":59,"doc-detail-584885-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","20212022-second-semester-student-course-grades-memorandum","2021–2022 Second Semester Student Course Grades - Memorandum","","Memorandum dated August 26, 2022 summarizes the 2021–2022 Second Semester Student Course Grades report for Houston Independent School District. The report analyzes grade patterns at the end of second semesters across 2018–2019, 2020–2021 (pandemic), and 2021–2022, with results broken down by grade level, race/ethnicity, gender, and special populations. Key findings track changes in the percentage of students earning one or more “F” grades and compare course grade distributions against STAAR 3–8/EOC performance levels, highlighting disparities by subgroup.",{"@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/20212022-second-semester-student-course-grades-memorandum/584885/",{"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/20212022-second-semester-student-course-grades-memorandum/584885.png","ImageObject",300,407,{"name":92,"@type":93},"Sophia Brooks","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",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 time periods does the report analyze for student course grades?","Question",{"text":112,"@type":113},"It analyzes grades at the end of the second semester of the 2018–2019 school year, the end of the second semester of the 2020–2021 school year, and the first semester of the 2021–2022 school year.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the share of students with one or more “F” grades change after the pandemic?",{"text":117,"@type":113},"The percentage of students with one or more “F” grades was high in 2020–2021 (pandemic) and dropped back to approximately pre-pandemic rates in the current school year, with high school students earning fewer “F” grades than during the pandemic.",{"name":119,"@type":110,"acceptedAnswer":120},"How are course grades related to STAAR 3–8/EOC performance levels in the findings?",{"text":121,"@type":113},"The memorandum notes that classroom grade distributions did not appear to be reflective of students’ performance on the STAAR 3–8/EOC assessments, including disparities by race/ethnicity and notable patterns for special education students.","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},584885,1792211566,{"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":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084925636,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","MEMORANDUM August 26 , 2022  \nTO: Millard L. House II  \nSuperintendent of Schools  \nFROM: Allison E. Matney, Ed. D.  \nExecutive Officer, Research and Accountability  \nSUBJECT: 2021–2022 SECOND SEMESTER STUDENT COURSE GRADES  \nAttached is a copy of the 2021–2022 Second Semester Student Course Grades report. This report analyzes the grades earned by students at the end of the second semester of the 2018– 2019 school year (pre-pandemic), the end of the second semester of the 2020–2021 school year (pandemic), and the first semester of the 2021–2022 school year. Grades are reported by student grade level, race/ethnicity, student gender, and special populations including economically disadvantaged, English learner, gifted/talented, special education, and homeless students. Results are further disaggregated by high school level (9th 10th, 11th, and 12th, separately) to ensure students are on track to fulfill high school graduation requirements.  \nKey findings include:  \n• Among all students, the percentage of students with one or more “F” grades was high in 2020–2021 (pandemic) but has dropped back down to approximately pre-pandemic rates in the current school year.  \n• High school students in the current year earned far fewer “F” grades than they did in the pandemic year and earned slightly more “F” grades in the current year than they did prepandemic.  \n• The percentage of students with one or more “F” grades decreases as students remain in high school, with a smaller percentage of 12th grade students earning one or more “F”grades as compared to 9th grade students.  \n• Students of all race/ethnicities earned fewer “F” grades this year as campuses returned to in-person instruction than they did during the pandemic year. All groups show returns to prepandemic rates.  \n• High school students of all race/ethnicities earned fewer “F” grades this year as campuses returned to in-person instruction than they did during the pandemic year, with one group (White) showing a return to pre-pandemic rates and one group (“Other” race/ethnicity) showing a decrease from pre-pandemic rates.  \n• Gaps between race/ethnicity groups for all students that existed pre-pandemic remain approximately the same in the current year. In the current grading cycle, Hispanic and African American students earned one or more “F” grades at a rate of nearly three times that of White or Asian students.  \n• Students in all special population subgroups earned fewer “F” grades this year as campuses returned to in-person instruction than they did during the pandemic year. Some subgroups showed returns to pre-pandemic rates.  \n• High school students in all special population subgroups earned fewer “F” grades in the current year than they did in the pandemic year. Most groups (except homeless) showed an increase in the percentage of students with one or more “F” grades from pre-pandemic to current year.  \n• When economically disadvantaged (ED) students are disaggregated by race/ethnicity, significant disparities in students receiving one or more “F” grades can be seen. Nearly twice as many ED African American students received one or more “F” grades than ED Asian students.  \n• When economically disadvantaged (ED) high school students are disaggregated by both race/ethnicity and gender, two and a half times more African American male students, twice as many Hispanic male and female students, and nearly three times more African American female students received one or more “F” grades than Asian male and female students.  \n• Eight percent of students who earned a classroom grade of “A,” 26 percent of students who earned a classroom grade of “B,” and 48 percent of students who earned a classroom grade of “C” scored at the “does not meet standards” (DNMS) performance level on the corresponding STAAR 3–8/EOC assessment.  \n• Disparities were found between student race/ethnicity in the distribution of course grades by STAAR 3–8/EOC performance levels, with lower percentages of Hispani","cbCaigjhrXMM4rSx","https://ap.wps.com/l/cbCaigjhrXMM4rSx","pdf",1129580,99,"English","# 2021–2022 Second Semester Student Course Grades\n## Background and reporting scope\n## Key findings on “F” grades and subgroup patterns\n## Course grades vs. STAAR 3–8/EOC performance levels","[{\"question\":\"What time periods does the report analyze for student course grades?\",\"answer\":\"It analyzes grades at the end of the second semester of the 2018–2019 school year, the end of the second semester of the 2020–2021 school year, and the first semester of the 2021–2022 school year.\"},{\"question\":\"How did the share of students with one or more “F” grades change after the pandemic?\",\"answer\":\"The percentage of students with one or more “F” grades was high in 2020–2021 (pandemic) and dropped back to approximately pre-pandemic rates in the current school year, with high school students earning fewer “F” grades than during the pandemic.\"},{\"question\":\"How are course grades related to STAAR 3–8/EOC performance levels in the findings?\",\"answer\":\"The memorandum notes that classroom grade distributions did not appear to be reflective of students’ performance on the STAAR 3–8/EOC assessments, including disparities by race/ethnicity and notable patterns for special education students.\"}]","2021–2022 Second Semester Student Course Grades - Memorandum | PDF",1792052828,249]