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Tables report performance, growth, readiness indicators, participation rates, federal graduation rates, and ELL progress for multiple student groups including All Students, racial/ethnic categories, Special Education, Economically Disadvantaged, and ELL. Appendix C also explains how the Texas ELL progress measure is calculated using eligibility, plan selection, and comparison of STAAR scale scores.",{"@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/appendix-a-long-term-and-interim-goals-for-essa-federal-accountability-2017-18-through-2031-32/505245/",{"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/appendix-a-long-term-and-interim-goals-for-essa-federal-accountability-2017-18-through-2031-32/505245.png","ImageObject",300,407,{"name":92,"@type":93},"gewufjwa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-04",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What time range do the long-term and interim ESSA accountability goals cover?","Question",{"text":112,"@type":113},"The targets run from baseline through 2017-18 to 2031-32, with interim periods grouped across multiple year bands in the tables.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which student groups are included in the performance and growth tables?",{"text":117,"@type":113},"The tables break out results for All Students, African American, Hispanic, White, American Indian, Asian, Pacific Islander, Two or More Races, Special Educ., Economically Disadvantaged, and ELL (Current and Former).",{"name":119,"@type":110,"acceptedAnswer":120},"How is the Texas ELL progress measure calculated?",{"text":121,"@type":113},"The document describes three steps: determine eligibility, determine the appropriate plan, then compare the student’s STAAR scale score using that plan.","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},505245,1791119091,{"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":39,"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},3985747882900,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Appendix A  \nLong-Term and Interim Goals for ESSA Federal Accountability 2017-18 through 2031-32  \n\n|  | Year | All\u003Cbr>Students | African\u003Cbr>American | Hispanic | White | American\u003Cbr>Indian | Asian | Pacific\u003Cbr>Islander | Two or\u003Cbr>More\u003Cbr>Races | Special\u003Cbr>Educ. | Econ.\u003Cbr>Disadv. | ELL\u003Cbr>(Current\u003Cbr>and\u003Cbr>Former) |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Performance (Meets Grade Level or above) |  |  |  |  |  |  |  |  |  |  |  |  |\n| Reading/ELA | Baseline: 2016-17 Rates | 44% | 32% | 37% | 60% | 43% | 74% | 45% | 56% | 19% | 33% | 29% |\n|  | 2017-18 through 2021-22 | 53% | 43% | 48% | 67% | 53% | 78% | 54% | 63% | 33% | 44% | 41% |\n|  | 2022-23\u003Cbr>through\u003Cbr>2026-27 | 63% | 55% | 58% | 73% | 62% | 83% | 64% | 71% | 46% | 56% | 53% |\n|  | 2027-28 through 2031- 2032 | 72% | 66% | 69% | 80% | 72% | 87% | 73% | 78% | 60% | 67% | 65% |\n|  | Year | All Students | African\u003Cbr>American | Hispanic | White | American Indian | Asian | Pacific Islander | Two or More Races | Special Educ. | Econ. Disadv. | ELL (Current\u003Cbr>and Former |\n|  | Baseline: 2016-17 Rates | 46% | 31% | 40% | 59% | 45% | 82% | 50% | 54% | 23% | 36% | 40% |\n|  | 2017-18 through 2021-22 | 55% | 43% | 50% | 66% | 54% | 85% | 58% | 62% | 36% | 47% | 50% |\n| Mathematics | 2022-23\u003Cbr>through\u003Cbr>2026-27 | 64% | 54% | 60% | 73% | 64% | 88% | 67% | 69% | 49% | 57% | 60% |\n|  | 2027-28 through 2031- 2032 | 73% | 66% | 70% | 80% | 73% | 91% | 75% | 77% | 62% | 68% | 70% |\n\n\n|  | Year | All\u003Cbr>Students | African\u003Cbr>American | Hispanic | White | American\u003Cbr>Indian | Asian | Pacific\u003Cbr>Islander | Two or\u003Cbr>More\u003Cbr>Races | Special\u003Cbr>Educ. | Econ.\u003Cbr>Disadv. | ELL\u003Cbr>(Current\u003Cbr>and Former) |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Growth (EL and MS) |  |  |  |  |  |  |  |  |  |  |  |  |\n| Reading | Baseline: 2016-17 Rates | 69% | 65% | 67% | 72% | 70% | 80% | 71% | 71% | 62% | 66% | 66% |\n|  | 2017-18 through 2021-22 | 79% | 75% | 77% | 82% | 80% | 90% | 81% | 81% | 72% | 76% | 76% |\n|  | 2022-23\u003Cbr>through\u003Cbr>2026-27 | 89% | 85% | 87% | 92% | 90% | 99% | 91% | 91% | 82% | 86% | 86% |\n|  | 2027-28 through 2031-2032 | 99% | 95% | 97% | 99% | 99% | 99% | 99% | 99% | 92% | 96% | 96% |\n|  | Year | All Students | African\u003Cbr>American | Hispanic | White | American Indian | Asian | Pacific Islander | Two or More Races | Special Educ. | Econ. Disadv. | ELL (Current and Former) |\n| Mathematics | Baseline: 2016-17 Rates | 73% | 70% | 71% | 76% | 74% | 88% | 77% | 76% | 66% | 70% | 71% |\n|  | 2017-18 through 2021-22 | 83% | 80% | 81% | 86% | 84% | 98% | 87% | 86% | 76% | 80% | 81% |\n|  | 2022-23\u003Cbr>through\u003Cbr>2026-27 | 93% | 90% | 91% | 96% | 94% | 99% | 97% | 96% | 86% | 90% | 91% |\n|  | 2027-28 through 2031-2032 | 99% | 99% | 99% | 99% | 99% | 99% | 99% | 99% | 96% | 99% | 99% |\n\n\n|  | Year | All Students | African\u003Cbr>American | Hispanic | White | American Indian | Asian | Pacific Islander | Two or More Races | Special Educ. | Econ. Disadv. | ELL\u003Cbr>(Current\u003Cbr>and\u003Cbr> Former)  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n|  | Baseline: 2015- 2016 Rates | 40% | 24% | 34% | 52% | 36% | 74% | 34% | 48% | 5% | 29% | 20% |\n| College, Career, and Military Readiness (HSand K-12) | 2017-18 through\u003Cbr>2021-22 | 50% | 34% | 44% | 62% | 46% | 84% | 44% | 58% | 15% | 39% | 30% |\n|  | 2022-23 through\u003Cbr>2026-27 | 60% | 44% | 54% | 72% | 56% | 94% | 54% | 68% | 25% | 49% | 40% |\n|  | 2027-28 through\u003Cbr>2031-2032 | 70% | 54% | 64% | 82% | 66% | 99% | 64% | 78% | 35% | 59% | 50% |\n| Student Success Indicator (EL, MS, and K-12/HS with no annual graduates): Student Achievement DomainSTAAR Component | Baseline: 2016- 17 Rates | 47% | 36% | 41% | 58% | 46% | 73% | 48% | 55% | 23% | 38% | 37% |\n|  | 2017-18 through\u003Cbr>2021-22 | 57% | 46% | 51% | 68% | 56% | 83% | 58% | 65% | 33% | 48% | 47% |\n|  | 2022-23 through\u003Cbr>2026-27 | 67% | 56% | 61% | 78% | 66% | 93% | 68% | 75% | 43% | 58% | ","cbCaisoatAmJLyxw","https://ap.wps.com/l/cbCaisoatAmJLyxw","pdf",6549552,140,"English","# Appendix A: Long-Term and Interim Goals for ESSA Federal Accountability 2017-18 through 2031-32\n## Performance (Meets Grade Level or above) - Reading/ELA and Mathematics\n## Growth (EL and MS) - Reading and Mathematics\n## College, Career, and Military Readiness (HS and K-12)\n## Student Success Indicator (EL, MS, and K-12/HS)\n## Participation Rates and Federal Graduation Rates\n## EL Progress\n# Appendix C: Calculating the Texas English Language Learner (ELL) Progress Measure","[{\"question\":\"What time range do the long-term and interim ESSA accountability goals cover?\",\"answer\":\"The targets run from baseline through 2017-18 to 2031-32, with interim periods grouped across multiple year bands in the tables.\"},{\"question\":\"Which student groups are included in the performance and growth tables?\",\"answer\":\"The tables break out results for All Students, African American, Hispanic, White, American Indian, Asian, Pacific Islander, Two or More Races, Special Educ., Economically Disadvantaged, and ELL (Current and Former).\"},{\"question\":\"How is the Texas ELL progress measure calculated?\",\"answer\":\"The document describes three steps: determine eligibility, determine the appropriate plan, then compare the student’s STAAR scale score using that plan.\"}]","Appendix A - Long-Term and Interim Goals for ESSA Federal Accountability 2017-18 through 2031-32 | PDF",1791093641,353]