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2/3/2017 201516 Federal Report Card

https://rptsvr1.tea.texas.gov/cgi/sas/broker?_service=marykay&year4=2015&year2=15&_debug=0&single=N&title=201516+Federal+Report+Card&_program… 1/7

Texas Education Agency201516 Federal Report Card for Texas Public Schools

Campus Name: PAUL AND JANE MEYER PUBLIC H SCampus ID: 161802001

District Name: RAPOPORT ACADEMY PUBLIC SCHOOL

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 andgrade level tested in the 201516 school year. These results include all students tested, whether or not they were in the accountabilitysubset.

State DistrictCampusAfricanAmericanHispanicWhite

AmericanIndian Asian

PacificIslander

Two orMoreRaces

SpecialEd

EconDisadv ELL Female Male Migrant

STAAR Percent At or Above Level II Satisfactory Standard (2016) or Phasein 1 Level II (2015) End of Course English I 2016 63% 91% 91% 69% 100% 95% * * * 92% * 90% 91% 2015 66% 89% 89% 88% 73% 100% * * * * 84% * 94% 84% English II 2016 66% 92% 92% 85% 86% 100% * * * 88% * 97% 86% 2015 69% 93% 93% 90% 100% 94% * * 96% 100% 88% Algebra I 2016 76% 92% 93% 92% 86% 100% * 100% 90% 90% 95% 2015 77% 93% 91% 80% 92% 100% * * * 87% * 100% 79% Biology 2016 86% 92% 92% 92% 93% 90% * * * 91% 90% 95% 2015 88% 100% 100% 100% 100% 100% * * * * 100% * 100% 100% U.S. History 2016 90% 100% 100% 100% 100% 100% * * 100% 100% 100% 2015 88% 97% 97% 89% 100% 100% * * 95% 100% 95% All Grades All Subjects 2016 74% 72% 93% 86% 93% 97% * 100% 67% 92% * 93% 93% 2015 73% 77% 94% 90% 92% 99% * * 92% 63% 92% * 98% 90% Reading 2016 72% 77% 91% 77% 94% 97% * 100% 50% 90% * 93% 89% 2015 74% 81% 91% 89% 85% 97% * * 83% 56% 89% * 96% 86% Mathematics 2016 75% 74% 93% 92% 86% 100% * 100% 90% 90% 95% 2015 73% 74% 91% 80% 92% 100% * * * 87% * 100% 79% Science 2016 77% 67% 92% 92% 93% 90% * * * 91% 90% 95% 2015 75% 80% 100% 100% 100% 100% * * * * 100% * 100% 100% Social Studies 2016 76% 59% 100% 100% 100% 100% * * 100% 100% 100% 2015 74% 69% 97% 89% 100% 100% * * 95% 100% 95% STAAR Percent at Final Level II or Above All Grades All Subjects 2016 42% 35% 65% 39% 62% 82% * 55% 17% 57% * 68% 60% 2015 38% 36% 70% 52% 65% 88% * * 50% 19% 61% * 75% 64% Reading 2016 42% 44% 75% 58% 69% 90% * 80% 17% 68% * 83% 64% 2015 40% 42% 70% 59% 59% 83% * * 67% 11% 64% * 79% 61% Mathematics 2016 40% 27% 34% 8% 36% 54% * 0% 28% 38% 30% 2015 36% 30% 43% 20% 50% 67% * * * 30% * 52% 29% Science 2016 44% 28% 62% 33% 64% 81% * * * 61% 66% 57% 2015 40% 47% 78% 50% 75% 95% * * * * 70% * 77% 78% Social Studies 2016 45% 35% 73% 33% 75% 88% * * 61% 56% 88% 2015 41% 41% 84% 67% 80% 100% * * 74% 88% 80% STAAR Percent at Level III Advanced All Grades All Subjects 2016 17% 10% 15% 5% 13% 19% * 18% 0% 13% * 8% 23% 2015 14% 12% 23% 12% 17% 37% * * 0% 6% 17% * 21% 24% Reading 2016 16% 14% 13% 4% 9% 21% * 0% 0% 11% * 10% 18% 2015 15% 16% 19% 11% 11% 33% * * 0% 11% 16% * 21% 18%



State DistrictCampusAfricanAmericanHispanicWhite


PacificIslander

Two orMoreRaces

SpecialEd

EconDisadv ELL Female Male Migrant

Mathematics 2016 17% 6% 7% 8% 7% 0% * 0% 7% 5% 10% 2015 14% 7% 6% 0% 17% 0% * * * 0% * 10% 0% Science 2016 15% 6% 10% 0% 7% 14% * * * 12% 3% 19% 2015 14% 14% 20% 14% 13% 26% * * * * 17% * 19% 22% Social Studies 2016 21% 15% 36% 17% 50% 35% * * 33% 13% 59% 2015 18% 24% 51% 22% 40% 76% * * 42% 41% 60%

STAAR Participation (All Grades) All Tests 2016 99% 100% 100% 100% 99% 100% * 100% 100% 99% * 99% 100% 2015 99% 99% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% Reading 2016 99% 100% 100% 100% 100% 100% * 100% 100% 100% * 100% 100% 2015 99% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% Mathematics 2016 100% 100% 98% 100% 93% 100% * * 97% 95% 100% 2015 99% 99% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% Science 2016 99% 100% 100% 100% 100% 100% * * 100% 100% 100% 100% 2015 99% 99% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% Social Studies 2016 98% 100% 100% 100% 100% 100% * * 100% 100% 100% 2015 99% 99% 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 NoAccommodations 2016 13% 34% 25% 17% 40% * 25% 25% 20% 29% % STAAR/EOC WithAccommodations 2016 73% 57% 67% 83% 40% * 67% 75% 60% 71% % STAAR Alternate2 2016 11% 9% 8% 0% 20% * 8% 0% 20% 0% % of NonParticipants 2016 2% 0% 0% 0% 0% * 0% 0% 0% 0% Mathematics Tests % of Participants 2016 99% 100% 100% * * 100% * * * % STAAR/EOC With NoAccommodations 2016 12% 27% 40% * * 40% * * * % STAAR/EOC WithAccommodations 2016 75% 65% 60% * * 60% * * * % STAAR Alternate2 2016 12% 8% 0% * * 0% * * * % of NonParticipants 2016 1% 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 201516 school year. These results only includetested students who were in the accountability subset. This section also includes fouryear and fiveyear graduation rates and participationrates on STAAR for reading and mathematics.

All

StudentsAfricanAmericanHispanic White


PacificIslander

Two orMoreRaces

EconDisadv

SpecialEd

ELL(Current &Monitored)

ELL+

TotalMet

TotalEligible

Percentof

EligibleMeasures

MetPerformance Status StateState Target 60% 60% 60% 60% 60% 60% 60% 60% 60% 60% 60% Reading Y Y Y Y Y 5 5 100Mathematics Y Y 2 2 100Writing 0 0



All

StudentsAfricanAmericanHispanic White


PacificIslander

Two orMoreRaces

EconDisadv

SpecialEd


ELL+

TotalMet

TotalEligible

Percentof

EligibleMeasures

MetScience Y Y 2 2 100Social Studies Y 1 1 100Total 10 10 100 Performance Status FederalFederal Target 87% 87% 87% 87% 87% 87% 87% Reading Y N Y Y n/a n/a n/a n/a Y n/a Mathematics Y n/a n/a n/a n/a Y n/a

Participation StatusTarget 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% Reading Y Y Y Y Y 5 5 100Mathematics Y Y 2 2 100Total 7 7 100 Federal Graduation Status (Target: See Reason Codes)Graduation Target Met Y 1 1 100Reason Code *** a Total 1 1 100 District: Met Federal Limits on Alternative AssessmentsReading 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 18 18 100 + 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 = Fouryear Graduation Rate Target of 88% d = Fiveyear 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

StudentsAfricanAmerican Hispanic White


PacificIslander

Two orMoreRaces

EconDisadv

SpecialEd


ELL (Current)

Performance RatesReading# at Level II Satisfactory

Standard95 20 30 37 * ** 57 6 * n/a

Total Tests 103 26 32 37 * ** 63 11 * *% at Level II Satisfactory

Standard92% 77% 94% 100% * 100% 90% 55% * n/a

Mathematics# at Level II Satisfactory

Standard36 ** 12 11 * 26 * n/a

Total Tests 39 ** 14 11 * 29 * % at Level II Satisfactory

Standard92% 92% 86% 100% * 90% * n/a

Writing# at Level II Satisfactory

Standard n/a

Total Tests % at Level II Satisfactory

Standard n/a

Science# at Level II Satisfactory

Standard44 11 13 17 * * 30 * n/a

Total Tests 48 12 14 19 * * 33 * % at Level II Satisfactory

Standard92% 92% 93% 89% * * 91% * n/a

Social Studies# at Level II Satisfactory

Standard32 ** 8 16 * 18 * n/a

Total Tests 32 ** 8 16 * 18 * % at Level II Satisfactory

Standard100% 100% 100% 100% * 100% * n/a

Participation Rates



All



PacificIslander

Two orMoreRaces

EconDisadv

SpecialEd


ELL (Current)

Reading: 20152016 AssessmentsNumber Participating 104 26 32 38 * ** 63 11 n/a *Total Students 104 26 32 38 * ** 63 11 n/a *Participation Rate 100% 100% 100% 100% * 100% 100% 100% n/a *

Mathematics: 20152016 AssessmentsNumber Participating 40 ** 14 12 * 29 * n/a Total Students 41 ** 15 12 * 30 * n/a Participation Rate 98% 100% 93% 100% * 97% * 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



PacificIslander

Two orMoreRaces

EconDisadv

SpecialEd

ELL(Ever HS)

ELL (Current)

Federal Graduation Rates4year Longitudinal Cohort Graduation Rate (Gr 912): Class of 2015Number Graduated 30 11 ** 11 * 16 * n/aTotal in Class 30 11 ** 11 * 16 * Graduation Rate 100.0% 100.0% 100.0% 100.0% * 100.0% * n/a

4year Longitudinal Cohort Graduation Rate (Gr 912): Class of 2014Number Graduated 27 ** * 12 13 n/aTotal in Class 28 ** * 12 14 Graduation Rate 96.4% 100.0% * 100.0% 92.9% n/a

5year Extended Graduation Rate (Gr 912): Class of 2014Number Graduated 28 ** * 12 14 * n/aTotal in Class 28 ** * 12 14 * Graduation Rate 100.0% 100.0% * 100.0% 100.0% * n/a

District: Met Federal Limits on Alternative AssessmentsReadingNumber Proficient n/a Total Federal Cap Limit n/a

MathematicsNumber 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. Priorityschools include Tier I or Tier II TTIPS schools, campuses with graduation rates less than 60%, and lowest achieving campuses based on AllStudents reading/math performance. Focus schools are 10% of Title I served campuses, not already identified as priority schools, that havethe widest gaps between student group performance and safeguard targets. Campuses are ranked based on the largest gaps betweenstudent group reading/math performance and the annual measurable objectives (AMO) target of 83%. Campuses were originally staged aspriority and focus based on data from the 2013 Accountability Reports.Priority and focus schools having improved in performance and are nolonger identified as improvement required for the August 2015 and 2016 ratingswill include a "Progress" label. All schools that do not meetthat 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 highperformance reward school is identified as a Title I school with distinctions based on reading and math performance. In addition, atthe 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 Ischool in the top 25% in annual improvement; and/or a school in the top 25% of those demonstrating ability to close performance gaps basedon system safeguards. The reward school identifications provided are for the 20152016 school year.Identifications for the 20162017 schoolyear are pending.

High Performing School: Yes



High Progress School: Yes

Source: TEA Division of School Improvement and Support

Part IV: Teacher Quality Data

Part IV A: Percent of Teachers by Highest Degree HeldProfessional qualifications of all public elementary and secondary school teachers in the State of Texas. The distribution of degrees attainedby teachers are shown as the percent of total FullTime Equivalent (FTE) count of teachers with no degree, bachelor’s, master’s, anddoctorate degrees.

Campus Number Percent District

PercentState

PercentNo Degree 0.0 0.0% 0.0% 1.0%Bachelors 10.8 64.2% 77.5% 74.7%Masters 4.0 23.9% 19.7% 23.6%Doctorate 2.0 11.9% 2.8% 0.6%

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

Core Academic Subject Areas

General Education

Special Education

Total

Total Number of Teachers 17 1 18Total Number of Classes 87 3 90Number of Classes Taught by Highly Qualified Teachers Number 86 3 89

Percent 98.85% 100.00% 98.89%Number of Classes Taught by Not Highly Qualified Teachers Number 1 0 1

Percent 1.15% 0.00% 1.11%

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

Number of Teachers

Elem (PK6)

secondary (712)

Emergency (for certified personnel) 0 0Emergency (for uncertified personnel) 0 0Nonrenewable 0 0Temporary Classroom Assignment 0 0District Teaching 0 0Temporary 0 0

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

Number of Teachers General Education Special EducationHighly Qualified 1 0Not 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 (fallor spring semester) following high school graduation. The rate reflects the percent of total graduates during the 201213 school year whoattended a public or independent college or university in Texas in the 201314 academic year.

Year Enrolled in Higher Education Campus District State201314 * * 57.5%201213 * * 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 participationrates, disaggregated by student group.

State Level: 2015 Percentages at NAEP Achievement Levels

Grade Subject Student Group%

Below Basic

%At or Above

Basic

%At or AboveProficient

%At or AboveAdvanced

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



Grade Subject Student Group % Limited English Proficient 95 Mathematics Students with Disabilities 81 Limited English Proficient 90

Source: TEA Division of Student Assessment

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