performance analysis for colleges of education · the pace system is based upon key assumptions...

CREATE

PACE 2009

Performance Analysis for

Colleges of Education

Center for Research, Evaluation and Advancement of Teacher Education

www.createtx.org

Angelo State University

PACE 2009

Performance Analysis for

Colleges of Education

Released October 2009

CREATE Center for Research, Evaluation and Advancement of Teacher Education

CREATE COORDINATING COMMITTEE

CREATE ADVISORY COUNCIL

Sabrina Laine Chief Program Officer at Learning Point

Associates and Director, National Comprehensive Center for Teacher Quality

Jeanne Burns Associate Commissioner for Teacher Initiatives

Governor’s Office of Education / Louisiana Board of Regents

Genevieve Brown Dean, College of Education

Sam Houston State University

Jill Burk Dean, College of Education Tarleton State University

Charles Coble Partner

The Third Mile Group, LLC

Jeanne Gerlach Dean, College of Education

University of Texas at Arlington

Michael Hinojosa Superintendent

Dallas Independent School District

Lois Adams-Rogers Chief Operating Officer

Council of Chief State School Officers

Ed Crowe Principal Investigator

Teachers for a New Era Tech. Assistance Prog. Carnegie Corporation of New York

Humberto Gonzalez Dean, College of Education

Texas A&M International University

Linda Mora Deputy Superintendent

Curriculum & Instruction Northside Independent School District

Nancy Pelz-Paget Director of Education & Society Program

Aspen Institute

Rosanne Stripling Provost & Vice President for Academic Affairs

Texas A&M University – Texarkana

Robert Wimpelberg Dean, College of Education

University of Houston

Johnny Veselka Executive Director

Texas Association of School Administrators

Kenneth R. Craycraft, Chairman Vice Chancellor for Academic Affairs

The Texas State University System

Pedro Reyes Associate Vice Chancellor for Academic Affairs

The University of Texas System

John J. Antel Sr. Vice Chancellor for Academic Affairs

The University of Houston System

Frank Ashley Vice Chancellor for Academic Affairs The Texas A&M University System

CREATE MEMBER SYSTEMS AND INSTITUTIONS

OPERATING PARTNERS

TEXAS A&M UNIVERSITY SYSTEM Prairie View A&M University

Tarleton State University Texas A&M International University

Texas A&M University Texas A&M University-Central Texas

Texas A&M University-Commerce Texas A&M University-Corpus Christi

Texas A&M University-Kingsville Texas A&M University-San Antonio Texas A&M University-Texarkana

West Texas A&M University

TEXAS STATE UNIVERSITY SYSTEM Lamar State College-Orange

Lamar University Sam Houston State University

Sul Ross State University Sul Ross State University-Rio Grande

Texas State University-San Marcos

UNIVERSITY OF HOUSTON SYSTEM University of Houston

University of Houston-Clear Lake University of Houston-Downtown

University of Houston-Victoria

UNIVERSITY OF TEXAS SYSTEM University of Texas-Arlington

University of Texas-Austin University of Texas-Brownsville

University of Texas-Dallas University of Texas-El Paso

University of Texas-Pan American University of Texas-Permian Basin University of Texas-San Antonio

University of Texas-Tyler

PROGRAM PARTNERS

Abilene Christian University Angelo State University

Austin College Hardin-Simmons University Howard Payne University

McMurry University St. Edward’s University

Stephen F. Austin State University Texas Tech University

Texas Woman’s University University of Mary Hardin-Baylor

University of North Texas University of St. Thomas

University of the Incarnate Word

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TABLE OF CONTENTS

Performance Analysis for Colleges of Education (PACE)

Overview Purpose and Objectives of PACE ..............................................................................................1 CREATE Assumptions about the Professional Influence and Impact of Colleges of Education ...................................................................................................................................3 The Proximal Zone of Professional Impact (PZPI): A Contextual Framework for Assessing Long-Term Influence and Impact of Colleges of Education ....................................4 Data Sets Used in the PACE Report ..........................................................................................5 How to Use and Apply the PACE Report ..................................................................................6 PACE Reports I. Educational Trends in My University’s Proximal Zone of

Professional Impact A. Descriptive Reports on the Characteristics of Public Schools in the Proximal

Zone of Professional Impact ....................................................................................7

A.1. Summary of Public School Enrollment in the Proximal Zone of Professional Impact ................................................................................................................9

A.2. Public School Enrollment by District in the Proximal Zone of Professional Impact (Sample)...............................................................................................10

A.3. School Listings in the Proximal Zone of Professional Impact (Sample) .........11

B. Educational Trend Reports on Public Schools in the Proximal Zone of Professional Impact ................................................................................................12

B.1. Student Enrollment Trends in the Proximal Zone of Professional Impact ......14

B.2. Student Achievement in the Proximal Zone of Professional Impact

B.2.a. Percentage Passing Mathematics TAKS, 2005-2008 .........................16

B.2.b. Percentage Passing English Language Arts/Reading TAKS, 2005-2008 ............................................................................................17

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B.2.c. Variability of TAKS Achievement Rates by Ethnicity

Figure 1: Variability of TAKS Achievement Rates by Ethnicity: High School Mathematics ...................................................18

Figure 2: Variability of TAKS Achievement Rates by Ethnicity: Middle School Mathematics ................................................19

Figure 3: Variability of TAKS Achievement by Ethnicity: Elementary School Mathematics .........................................20

Figure 4: Variability of TAKS Achievement Rates by Ethnicity: High School Language Arts/Reading ..................................21

Figure 5: Variability of TAKS Achievement Rates by Ethnicity: Middle School Language Arts/Reading ..............................22

Figure 6: Variability of TAKS Achievement Rates by Ethnicity: Elementary School Language Arts/Reading .......................23

B.2.d. Highest- and Lowest-Achieving Schools in Mathematics by Level

Table 1: 30 Highest-Achieving High Schools in Mathematics .........24

Table 2: 30 Lowest-Achieving High Schools in Mathematics ..........25

Table 3: 30 Highest-Achieving Middle Schools in Mathematics ......26

Table 4: 30 Lowest-Achieving Middle Schools in Mathematics ......27

Table 5: 30 Highest-Achieving Elementary Schools in Mathematics ........................................................................28

Table 6: 30 Lowest-Achieving Elementary Schools in Mathematics ........................................................................29

B.2.e. Highest and Lowest Achieving Schools in Reading by Level

Table 1: 30 Highest-Achieving High Schools in Reading ................30

Table 2: 30 Lowest-Achieving High Schools in Reading .................31

Table 3: 30 Highest-Achieving Middle Schools in Reading .............32

Table 4: 30 Lowest-Achieving Middle Schools in Reading ..............33

Table 5: 30 Highest-Achieving Elementary Schools in Reading ......34

Table 6: 30 Lowest-Achieving Elementary Schools in Reading .......35

II. University and Teacher Education Trends

C. University and Teacher Production Reports ........................................................36

C.1. Five-Year University Production Trends .........................................................37

C.2. Teacher Production Trends for University Completers ...................................38

C.3. Other Producers of Teachers in Proximal Zone of Professional Impact .........39

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C.4. Initial Certification Production by Level .........................................................40

C.5. Teacher Production by Race/Ethnicity ............................................................41

D. Professional Impact Trend Reports ......................................................................42

D.1. Teacher Supply and Demand in the Proximal Zone of Professional Impact

D.1.a: High Schools ...................................................................................43

D.1.b: Middle Schools ................................................................................44

D.1.c: Elementary Schools .........................................................................45

D.2. Percentage of Newly-Certified Teachers Employed Inside and Outside the Proximal Zone of Professional Impact ............................................................46

D.3. District Hiring Patterns of University-Prepared Teachers in PZPI (Sample) ..47

D.4. Concentration of University Completers in the Proximal Zone of Professional Impact

D.4.a. High Schools ........................................................................................48

D.4.b. Middle Schools ....................................................................................49

D.4.c. Elementary Schools .............................................................................50

D.5. Comparison of Teacher Retention Trends

D.5.a. Five-Year Retention of 2004 Certification Cohort ..............................51

D.5.b. Five-Year Retention of 2004 Certification Cohort by School Level: High School .........................................................................................52

D.5.c. Five-Year Retention of 2004 Certification Cohort by School Level: Middle School ......................................................................................53

D.5.d. Five-Year Retention of 2004 Certification Cohort by School Level: Elementary School ...............................................................................54

III. University Benchmarks to Guide Improvement

E. University Comparison Reports ............................................................................55

E.1. Comparison of Teacher Production in Nearby Geographic Area ....................56

E.2. Five-Year Production Ratios of Consortium Universities ...............................57

E.3. Comparison of Longitudinal Certificate Production Trends in Nearby Geographic Area ..............................................................................................59

E.4. Comparison of Newly-Certified Teacher Employment in Nearby Geographic Area ..............................................................................................60

E.5. Teacher Retention Comparison in Nearby Geographic Area ..........................61

iv

Information Regarding Data Correction and Data Requests ...................................................62

IV. Attachments Attachment 1: Public School Enrollment in the Proximal Zone of Professional Impact

Attachment 2: Public School Listings in the Proximal Zone of Professional Impact

Attachment 3: District Hiring Patterns of University-Prepared Teachers in the Proximal Zone of Professional Impact

PACE 1

PERFOMANCE ANALYSIS SYSTEM FOR COLLEGES OF EDUCATION

(PACE)

Purpose and Objectives of PACE As a consortium of universities devoted to on-going analysis and continuous quality improvement of university-based teacher preparation, the Center for Research, Evaluation and Advancement of Teacher Education (CREATE) seeks to develop planning and information systems that can assist universities in professional analysis of their teacher preparation initiatives, particularly as these practices relate to long-term teacher influence and effect. The preparation of effective teachers for Texas public schools is of paramount importance in assuring sound economic footing and an enhanced quality of life for all Texans. To this end, university-based teacher preparation is of great public significance in the state, worthy of careful attention, and an important subject of continuous quality improvement. PACE is offered in support of the teacher preparation programs associated with the CREATE consortium. PACE presents a useful reporting system for universities and their Colleges of Education centered on public schools. Reports are intended to be used as a planning and resource tool that can assist teacher education leaders in assessing needs, targeting refinements in their preparation programs, and evaluating organizational effects over time. PACE reports are intended to address the following objectives:

1. Present a system which describes and charts a Proximal Zone of Professional Impact (PZPI) for each CREATE institution, within which to consider long-term program interventions and measure effectiveness of university teacher preparation programs.

2. Provide a school-centered tool that can assist in the continuous quality improvement of university-based teacher preparation programs.

3. Provide information that will enable university and school leaders to track long-term trends related to public schools in their immediate area.

4. Provide information that will enable university and school leaders to track long-term trends related to teacher supply in relation to regional demand.

5. Furnish a structured format that will enable university and public school leaders to engage in systematic analysis of achievement and staffing patterns in their immediate vicinity.

PACE 2

As an information system, the PACE reports are a work in progress and subject to continuous quality improvement. For Year 3, the core reports have been retained but refined. New reports have been added in response to requests by constituents for additional information. While these reports offer a “core” data set that can assist all consortium members in establishing a school-centered planning focus, PACE data must be augmented with local program information in order to thoroughly answer critical evaluation questions about each institution’s teacher preparation programs. In this regard, PACE is offered as a common data platform that will hopefully encourage expanded “mining” efforts related to local university information systems in order to inform improved teacher preparation practices at the campus and regional level. It is also important to note that PACE reports are derived from Texas state data sources. Large files of this size and scope are always subject to variability and standard degree of error. To this end, it is imperative that PACE users verify and authenticate these reported institutional data prior to final analysis and interpretation. In efforts to refine the data, CREATE staff stand ready to assist in clarifying questions or issues regarding data quality. Further details on the procedures to follow to contact CREATE regarding data errors, questions, and further data requests can be found on the last page of this report.

PACE 3

CREATE Assumptions About the Professional Influence and Impact of Colleges of Education

The PACE system is based upon key assumptions that are central to CREATE’s mission and program of work. CREATE assumes the following with regard to the professional influence and impact of Colleges of Education.

A. Colleges of Education are an integral component of a system of public education and, as such, have a professional obligation to contribute to the continuous quality improvement of public school teaching and student learning.

B. Colleges of Education can and do influence continuous quality improvement of

public school teaching and student learning through their core functions of:

• teacher preparation

• research and development

• service to the profession

C. To optimize professional influence, Colleges of Education leaders must regularly assess the status of public school teaching and student learning, and based upon identified needs, work with their public school partners to develop and implement program interventions that support measured improvement over time.

D. The College of Education’s long-term effects on public school teaching and

student learning can best be assessed through:

• on-going analysis of the College’s teacher production, placement and retention trends

• faculty and graduate student research and development activities

• faculty and staff service to the local profession as implemented in a Proximal Zone of Professional Impact (PZPI)

E. Faculty involvement in planning, implementing and/or assessing educational

interventions in the PZPI should be actively encouraged within every College of Education and faculty participation should be awarded paramount weight in the university’s tenure and promotion criteria.

PACE 4

The Proximal Zone of Professional Impact (PZPI): A Contextual Framework for Assessing Long-Term Influence and

Impact of Colleges of Education To facilitate consistent long-term assessment of institutional impact, and afford comparative analysis, CREATE has established a Proximal Zone of Professional Impact (PZPI) for CREATE institutions. The Proximal Zone of Professional Impact is comprised of the university and all school districts and campuses within a seventy-five mile radius. This proximal zone describes a “P-16” professional community in the immediate vicinity of each university, and provides each College of Education a professional laboratory setting in which to collaboratively design and implement program improvements over time and to gauge their long-term success. While this Proximal Zone of Professional Impact does not convey the complete impact scenario of the university’s teacher preparation programs, it does provide a common and consistent setting in which the university may measure program effects over time. From CREATE’s perspective, the PZPI offers the following advantages:

A. It presents a useful frame of reference for Colleges of Education to utilize in assessing teaching and learning trends over time in the particular geographic area nearest their institution.

B. It provides Colleges of Education a field laboratory for research and development

activities related to planned instructional interventions. C. It establishes parameters of a professional community that are consistently

defined across the CREATE consortium, enabling long-term program benchmarking and institutional comparisons.

D. It provides geographic boundaries that correlate to the university’s primary

admission centers.

E. It affords a structure for long-term regional networking and professional partnerships among public and higher education institutions in the zone.

PACE 5

Data Sets Used in the PACE Report

The data used to compile the PACE reports are based on the following data sets, listed in alphabetical order:

Academic Excellence Indicator System (AEIS). This data is available from the TEA website and includes data on students, staff, finances, accountability ratings, test scores, and non-test score information related to student achievement and drop outs. The data is available for every public school in Texas since 1993. Newly created schools are not included in the system until at least one year after they have opened.

Independent Colleges and Universities of Texas (ICUT). This data set provides institutional level data on a variety of variables for private universities including information on enrollment and degree awards.

Integrated Postsecondary Education Data System (IPEDS). This data set, used only for private institutions, comes from data collected by The National Center for Education Statistics (NCES) on key variables from every institution of higher education that participates in the federal student financial aid programs. Data can be downloaded through the IPEDS Data Center (http://nces.ed.gov/ipeds/datacenter).

Proximal Zone of Professional Impact (PZPI). This data set contains a list of the K-12 public schools and districts within a 75-mile radius of each teacher preparation program associated with CREATE and was produced by CREATE.

Teacher Certification Data Set. This data set, provided by TEA, includes each Texas teaching certificate obtained by a qualified applicant as well as the date the individual received the teaching certificate. The data matches individuals to the program recommending certification and is available from FY 1994 through the current year. These data do not distinguish between middle and high school certificates, but do differentiate elementary and secondary certificates. The data include the race/ethnicity, gender, and age of each individual. Finally, the Teacher Certification Data Set is a dynamic data set in that changes are made on a daily basis. Thus, any analysis based on a Teacher Certification Data Set purchased in one month will likely differ somewhat from an analysis based on a data set purchased in another month.

Teacher Assignment Data Set. This data set, provided by TEA, includes the specific course and subject area assignments by percentage of full-time equivalent (FTE) for every teacher of record in every Texas public school. The data matches each teacher to the district and school or schools in which he or she teaches. The data set is available from the mid-1980s to the current year. The Teacher Assignment Data Set for each academic year is made available in March of that academic year.

Texas Higher Education Accountability System. This data is used to track performance on critical measures that exemplify higher education institutions' missions. An interactive website (http://www.txhighereddata.org/Interactive/Accountability/) provides information related to four success goals of the Texas Higher Education Closing the Gaps plans within Texas: student participation, student success, excellence, and research. Mathematics, biological sciences, and physical science degree awards were downloaded from the THECB Prep Online site (http://www.txhighereddata.org/Interactive/PREP_New/).

PACE 6

How to Use and Apply The PACE Report PACE is intended as a tool to assist universities, their Colleges of Education, and their leadership teams in analyzing teaching and learning trends within their institutions and within the public schools of the surrounding area. PACE offers a structure to monitor and gauge long-term professional improvement. The data included in this report are important, therefore, only to the degree that each university chooses to address them in a systematic and continuous manner, and organize mechanisms within their own institutions to apply these analyses for the on-going refinement of their own teacher preparation program, as well as other educational programs. Based on this intended use, we recommend the following actions associated with the PACE reports:

1. Organize and empower a teacher preparation leadership team which includes both university and public school partners (a standing work committee) to analyze and interpret these data as well as recommend organizational improvements based on the needs identified.

2. Verify and validate the state data sets to be certain that they are relatively consistent with comparable data reported by your university. Extend and augment these data with university data bases and programmatic information available only at your institution.

3. Develop an institutional report which identifies regional teaching and learning needs. Disseminate this report extensively within and outside the institution.

4. Plan, implement and evaluate program improvements intended to address regional teaching and learning needs. Encourage experimental research and development projects based on these planned interventions.

5. Build regional collaboratives based on the needs identified and the organizational interventions pursued.

How CREATE Can Assist CREATE will continue to refine the PACE reports and data sets for annual distribution. However, for member institutions that seriously pursue the recommended steps above, CREATE will make every effort to deliver additional support and technical assistance to university/school leadership teams by:

1. Developing customized reports for active university teams.

2. Consulting with leadership teams regarding analysis and interpretation of data.

3. Facilitating meetings and other local events that employ these data in a systematic manner for program improvement.

4. Evaluating university-based initiatives to design and implement program improvements.

I. Educational Trends in My University’s Proximal Zone of Professional Impact

A. DESCRIPTIVE REPORTS ON THE CHARACTERISTICS OF PUBLIC SCHOOLS IN THE

PROXIMAL ZONE OF PROFESSIONAL IMPACT

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SECTION A: Descriptive Reports on the Characteristics of Public Schools

in the Proximal Zone of Professional Impact Section A consists of descriptive reports regarding the characteristics of public and charter schools located within a 75-mile radius of the target university. The data sources and definitions used to generate the various reports are discussed below. The source data for each report can be found in the lower right-hand corner of each document. A. 1: Summary of Public School Enrollment in the Proximal Zone of Professional Impact

(PZPI). This report provides a summary of enrollment within the PZPI by various subpopulations of students. The data include the number and percent by school level for race/ethnicity, economically disadvantaged, special education, bilingual, and LEP students. Percentages of students in special categories will NOT add up to 100% because different denominators are used to calculate level percentages. The definitions of the subpopulations are described below:

Economically Disadvantaged: Economically disadvantaged students are those coded as eligible for free or reduced price lunch or eligible for other public assistance. See also Campus Group and Total Students. (Source: PEIMS, Oct. 2005, Oct. 2004; and TEA Student Assessment Division).

Limited English Proficient (LEP): These are students identified as limited English proficient by the Language Proficiency Assessment Committee (LPAC) according to criteria established in the Texas Administrative Code. Not all pupils identified as LEP receive bilingual or English as a second language instruction, although most do. For more information see Campus Group and TAKS/SDAA II/TAKS-I Participation (Source: PEIMS, Oct. 2005).

Special Education: This refers to the population served by programs for students with disabilities. (Source: PEIMS, Oct. 2005, Oct. 2004, and TEA Student Assessment Division).

A.2: Public School Enrollment by District in the Proximal Zone of Professional Impact. This report shows the first page of a supplemental document (See Attachment 1 for a full inventory) giving an alphabetical listing of all districts and charter schools in the target university’s PZPI. These data provide the number of schools by school level for each district (elementary, middle, high, and elementary/ secondary). Aggregated student enrollment data for each district within the PZPI by school level for selected student subpopulations are shown as well. A.3: Public School Listing in the Zone of Professional Impact. This report is the first page of a supplemental document (See Attachment 2 for a full inventory) listing all public schools (including charter schools) by district within the university’s PZPI. The listing includes the district name, campus code and name, school type (elementary, middle, high, and elementary/secondary) and size of school. The campus accountability rating has also been provided using the following system: A=Academically Acceptable L= Academically Unacceptable

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R=Recognized E= Exemplary 1=Not Rated 2=Not Rated X=Not Rated

Requirements for each rating system can be found in the 2007 Accountability Manual on the TEA website.

Summary of Public School Enrollment in Proximal Zone of Professional Impact‐

Traditional Districts 41

Charter Schools 0

District Types in the PZPI

100.0

0.0

N %

Total 41 100.0

LevelNumber

ofSchools

African AmericanN %

HispanicN %

WhiteN %

AsianN %

Native AmericanN %

Total

Number of Students

ELEM 69 804 4.3 7,823 9,829 52.6 171 0.9 50 0.3 18,67741.9

MS 26 289 4.1 2,851 3,820 54.3 59 0.8 14 0.2 7,03340.5

HS 56 461 4.0 4,438 6,557 56.6 97 0.8 35 0.3 11,58838.3

EL/SEC 15 35 1.5 648 1,559 68.7 17 0.7 9 0.4 2,26828.6

Total 166 1,589 4.0 15,760 21,765 55.0 344 0.9 108 0.3 39,56639.8

LevelNumber

ofSchools

Eco DisadvantagedN %

Special EducationN %

BilingualN %

LEPN %

Students in Special Categories

ELEM 69 10,364 55.5 1,865 1,200 6.4 1,225 6.610.0

MS 26 3,260 46.4 995 194 2.8 201 2.914.1

HS 56 4,402 38.0 1,510 297 2.6 326 2.813.0

EL/SEC 15 1,028 45.3 318 39 1.7 40 1.814.0

Total 166 19,054 48.2 4,688 1,730 4.4 1,792 4.511.8

Angelo State University20082007

Source DataAEIS, TEA

PACE 9PageA.1

School Listings in the Proximal Zone of Professional Impact

District Name Campus Code Campus Name School Type School SizeAccountability

Rating

SAMPLE DOCUMENT: To view the Total School Enrollment by District for Your Proximal Zone of Professional Impact Refer to Attachment 2

2008Angelo State University

BALLINGER ISD 200901001 BALLINGER H S HS 298 ABALLINGER ISD 200901003 FAIRVIEW ACCELERATED HS 7 1BALLINGER ISD 200901041 BALLINGER J H MS 198 RBALLINGER ISD 200901101 BALLINGER ELEMENTARY EL 480 RBANGS ISD 25901001 BANGS H S HS 330 ABANGS ISD 25901041 BANGS MIDDLE SCHOOL MS 339 ABANGS ISD 25901101 J B STEPHENS EL EL 438 RBANGS ISD 25901160 EARLY SPECIAL PROGRAM MULTI 20 XBLACKWELL CISD 177903001 BLACKWELL SCHOOL MULTI 157 ABRADY ISD 160901001 BRADY H S HS 386 ABRADY ISD 160901101 BRADY EL EL 494 RBRADY ISD 160901103 NORTH WARD PRI EL 173 XBRADY ISD 160901041 BRADY MIDDLE SCHOOL MULTI 276 ABRONTE ISD 41901001 BRONTE H S HS 155 ABRONTE ISD 41901003 FAIRVIEW ACCELERATED HS 3 1BRONTE ISD 41901005 FAIRVIEW DAEP HS 2 XBRONTE ISD 41901101 BRONTE EL EL 185 RCHRISTOVAL ISD 226901195 FAIRVIEW SPECIAL PROGRAMS HS 2 XCHRISTOVAL ISD 226901101 CHRISTOVAL EL EL 177 ECHRISTOVAL ISD 226901102 VERIBEST PPCD EL 1 XCHRISTOVAL ISD 226901001 CHRISTOVAL H S MULTI 199 RCOLEMAN ISD 42901001 COLEMAN H S HS 315 ACOLEMAN ISD 42901041 COLEMAN J H MS 198 RCOLEMAN ISD 42901102 COLEMAN EL EL 475 ACOLORADO ISD 168901001 COLORADO HIGH SCHOOL HS 255 ACOLORADO ISD 168901003 WALLACE ACCELERATED H S HS 26 1COLORADO ISD 168901041 COLORADO MIDDLE MS 209 A

PACE Source DataAEIS11Page

A.3

Public School Enrollment by District in the Proximal Zone of Professional Impact

District Name School Level EL MS HS El/Sec Total Afro‐Amer

His‐panic

White Asian Native Amer

Total Eco Dis SpecEduc

Bilingual

LEP At‐Risk

‐

SAMPLE DOCUMENT: To view the Total School Listing for Your Proximal Zone of Professional Impact Refer to Attachment 1


BALLINGER ISD ELEM 1 0 0 1 48011 210 258 0 10 292 33 17 17 174HS 0 0 2 2 30511 111 180 2 10 127 43 6 7 127MS 0 1 0 1 1984 77 116 0 10 95 25 2 2 78Total 1 1 2 4 98326 398 554 2 30 514 101 25 26 379

BANGS ISD EL/SEC 0 0 0 1 201 3 16 0 01 15 20 0 0 4ELEM 1 0 0 1 43829 64 342 0 30 259 32 13 14 146HS 0 0 1 1 33027 49 249 0 50 120 47 3 3 137MS 0 1 0 1 33912 59 268 0 00 164 52 4 4 133Total 1 1 1 4 1,12769 175 875 0 81 558 151 20 21 420

BLACKWELL CISD EL/SEC 0 0 0 1 1570 24 133 0 01 76 23 6 6 50Total 0 0 0 1 1570 24 133 0 01 76 23 6 6 50

BRADY ISD EL/SEC 0 0 0 1 2765 116 154 0 11 149 55 3 3 123ELEM 2 0 0 2 66725 318 318 5 10 468 81 25 27 249HS 0 0 1 1 38614 148 219 3 20 168 71 3 5 184Total 2 0 1 4 1,32944 582 691 8 41 785 207 31 35 556

BRONTE ISD ELEM 1 0 0 1 1850 53 132 0 00 91 19 11 11 78HS 0 0 3 3 1600 36 124 0 00 64 29 9 9 64Total 1 0 3 4 3450 89 256 0 00 155 48 20 20 142

CHRISTOVAL ISD EL/SEC 0 0 0 1 1991 48 146 2 21 50 18 2 2 64ELEM 2 0 0 2 1788 30 138 0 20 52 16 4 4 49HS 0 0 1 1 20 0 1 1 00 1 2 0 0 1Total 2 0 1 4 3799 78 285 3 41 103 36 6 6 114

COLEMAN ISD ELEM 1 0 0 1 47521 105 343 3 30 335 45 22 22 169HS 0 0 1 1 3158 85 218 3 10 140 31 7 7 174MS 0 1 0 1 1985 47 145 1 00 102 24 3 3 60Total 1 1 1 3 98834 237 706 7 40 577 100 32 32 403

COLORADO ISD ELEM 2 0 0 2 54959 259 223 4 40 362 43 27 34 340HS 0 0 2 2 28115 148 116 2 00 139 46 6 6 149MS 0 1 0 1 2098 113 86 2 00 119 27 4 6 82Total 2 1 2 5 1,03982 520 425 8 40 620 116 37 46 571

Source DataAEIS, TEA

PACE 10PageA.2

B. EDUCATIONAL TREND REPORTS ON PUBLIC SCHOOLS IN THE PROXIMAL ZONE OF

PROFESSIONAL IMPACT

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SECTION B: Educational Trend Reports on Public Schools in

the Proximal Zone of Professional Impact

Section B describes the trends within the PZPI for student enrollment and student achievement from 2005 to 2008. All of the data in this section come from the AEIS data files.

B.1: Student Enrollment Trends in the Proximal Zone of Professional Impact.This two-page analysis describes the trends in student enrollment within the PZPI from 2005 to 2008. The data are presented by school level and includes information by student racial/ethnic categories as well as other student subpopulations. The analysis provides the change in the number of students within the PZPI and the percentage change in student enrollment over the same time period. Data are depicted graphically by ethnicity and by students in special categories.

B.2: Student Achievement Trends in the Proximal Zone of Professional Impact.B.2.a: and B.2.b: Percentage Passing Mathematics TAKS and Percentage Passing English Language Arts/Reading TAKS. These analyses provide trend data on the percentage of students passing the Mathematics and English Language Arts/ Reading Texas Assessment of Knowledge and Skills (TAKS) at all grade levels from 2005 to 2008. The pass rates on TAKS for schools within the PZPI are compared to schools that are not in the PZPI. Within each school group, the percent of students passing the exam each year are provided, as well as the change in pass rates over time. The analyses supply information by student racial/ethnic subpopulations and for economically disadvantaged students.

B.2.c: Variability of TAKS Achievement Rates by Ethnicity. Figures 1 through 6 provide information about the percentage of subpopulations of students at each school level passing ALL TAKS for Mathematics and English Language Arts/Reading from 2005 to 2008. English Language Arts/Reading has been shortened to Reading in this set of reports. Only schools with a regular accountability rating at the same school level all 4 years were included in the analysis.

B.2.d and B.2.e: 30 Highest and Lowest Achieving Schools in Mathematics and Reading by Level. This section includes a list of the 30 highest- and lowest-performing schools in the PZPI on the TAKS Mathematics and TAKS English Language Arts/Reading examinations, by level (high school, middle school, elementary school). English Language Arts/Reading has been shortened to Reading in this set of reports. Please note that the AEIS data base incorporates intermediate schools into the elementary school listings.

The first six reports show results for mathematics. The tables list the district and campus names, the respective campus code, the campus enrollment, the percentage of all students passing the Mathematics TAKS at the campus, the percentage of all students passing the Reading TAKS at the campus, the percentage of economically disadvantaged students enrolled at the campus, and the percentage of minority students (African American, Hispanic, or Native American) enrolled at the campus.

13

The rankings for the highest performing schools on Mathematics TAKS show the highest ranking school first and then show scores in descending order. The rankings for the lowest performing schools on Mathematics TAKS show the lowest performing school first and then show scores in ascending order. The last six analyses show results for English Language Arts/Reading TAKS. The tables list the district and campus names, the respective campus code, the campus enrollment, the percentage of all students passing the Reading TAKS at the campus, the percentage of all students passing the Mathematics TAKS at the campus, the percentage of student enrollment who are economically disadvantaged and the percentage of economically disadvantaged students enrolled at the campus, and the percentage of minority students (African American, Hispanic, or Native American) enrolled at the campus. The highest performing schools for Reading are listed first and then ranked in descending order. The rankings for lowest performing schools for Reading list the lowest performing school first and then show rankings in ascending order.

Fiscal YearStudent Enrollment Trends in Proximal Zone of Professional Impact

2005‐2008Angelo State University

Total

2005 2006 2007 200840,064 39,978 39,692 39,566

1,716 1,718 1,691 1,589

15,444 15,574 15,623 15,760

22,519 22,271 21,945 21,765

281 300 318 344

104 115 115 108

19,904 19,953 19,586 19,054

5,624 5,399 5,100 4,688

1,765 1,645 1,652 1,730

1,766 1,723 1,728 1,792

Headcount - Fall of

Fiscal Year

Elementary

2005 2006 2007 2008

All 18,926 19,163 19,134 18,677

African 805 857 848 804

Hispanic 7,632 7,816 7,914 7,823

White 10,291 10,272 10,143 9,829

Asian 148 163 175 171

Native 50 55 54 50

Economically 10,516 10,781 10,806 10,364

Special 2,592 2,451 2,170 1,865

Bilingual 1,268 1,146 1,144 1,200

LEP 1,216 1,179 1,177 1,225

Middle

2005 2006 2007 20086,866 6,553 6,392 7,033

299 274 260 289

2,520 2,645 2,560 2,851

3,975 3,575 3,519 3,820

50 39 34 59

22 20 19 14

3,080 3,247 3,046 3,260

943 979 948 995

184 214 186 194

193 229 200 201

High School

2005 2006 2007 200812,039 11,995 11,889 11,588

557 537 549 461

4,673 4,465 4,491 4,438

6,712 6,879 6,723 6,557

70 82 94 97

27 32 32 35

5,213 4,777 4,645 4,402

1,725 1,627 1,624 1,510

270 250 287 297

313 280 316 326

Both Elem/Second

2005 2006 200820072,233 2,267 2,277 2,268

55 50 34 35

619 648 658 648

1,541 1,545 1,560 1,559

13 16 15 17

5 8 10 9

1,095 1,148 1,089 1,028

364 342 358 318

43 35 35 39

44 35 35 40

Pct Change

Net Change

-498 -1.2

-127 -7.4

316 2.0

-754 -3.3

63 22.4

4 3.8

-850 -4.3

-936 -16.6

-35 -2.0

26 1.5

Middle School %14 0.2

59 0.8

3,820 54.3

2,851 40.5

289 4.1

7,033 100.0

African American

Asian

Hispanic

Native American

White

Middle School

African American

Asian

Hispanic

Native American

White

High School

African American

Asian

Hispanic

Native American

White

Elementary SchoolElementary School

%EthnicityEthnic Comparisons by Level 2008

50 0.3Native American

171 0.9Asian

9,829 52.6White

7,823 41.9Hispanic

804 4.3African American

18,677 100.0All

High School %35 0.3

97 0.8

6,557 56.6

4,438 38.3

461 4.0

11,588 100.0

EthnicityOther Trends and Distributions

Net Change2005-2008

4Native American

63Asian

-754White

316Hispanic

-127African American

-498All

‐1000

0

1000 African American

Asian

Hispanic

Native American

White

Net Change in Zone Enrollment byEthnicity

Year AmountEco. Disadvantaged

19,9042005

19,9532006

19,5862007

19,0542008

-43-Yr. Change 19000

19500

20000 2005

2006

2007

2008

Economically Disadvantaged Year AmountBilingual

1,7652005

1,6452006

1,6522007

1,7302008

-23-Yr. Change 1600

1650

1700

1750

1800 2005

2006

2007

2008

Bilingual

Source Data14Page

B.1AEIS, TEAPACE

Economically Disadvantaged

Special Education

Student Enrollment Trends in Proximal Zone of Professional Impact (Continued)2008


Elementary School

%

10,364 55.5Econ. Disadv.

8,313 44.5Others

18,677 100.0Total

EconomicallyDisadvantaged

Others

Elementary SchoolMiddle School %

3,260 46.4

3,773 53.6

7,033 100.0


Others

Middle SchoolHigh School %

4,402 38.0

7,186 62.0

11,588 100.0


Others

High School

Elementary School

%

16,812 90.0Others

1,865 10.0Special Education 18,677 100.0Total

Others

SpecialEducation

Elementary SchoolMiddle School %

6,038 85.9

995 14.1

7,033 100.0Others

SpecialEducation

Middle SchoolHigh School %

10,078 87.0

1,510 13.0

11,588 100.0Others

SpecialEducation

High School

Source Data15Page

B.1AEIS, TEAPACE

Student Achievement in the Proximal Zone of Professional ImpactPercentage Passing Mathematics TAKS

‐


Districts in University's PZPI

All StudentsSchoolLevel 200720062005 2008

87.0 89.6 89.1 90.2Elem70.4 74.3 77.5 83.4Middle65.1 70.7 73.8 74.8High67.4 72.3 76.5 78.3El/Sec76.5 80.4 81.9 83.8Total

Other School Districts in State82.6 84.7 85.5 87.1Elem66.7 73.4 76.5 83.3Middle61.7 64.5 67.6 69.1High58.4 65.2 66.7 71.2El/Sec73.0 76.4 78.4 81.1Total

Change

3.213.09.710.97.3

4.516.67.412.88.1


African American Students200720062005 2008

76.4 84.9 83.1 86.455.6 56.6 59.5 69.637.7 43.1 49.7 60.940.0 51.4 80.0 ‐58.8 65.4 67.4 74.8

Other School Districts in State71.7 75.3 76.3 78.451.1 59.1 63.9 72.843.5 47.0 51.3 54.038.9 48.2 50.1 55.458.5 63.2 66.0 69.8

Change

10.014.023.2

‐16.0

6.721.710.516.511.3


Hispanic Students200720062005 2008

80.6 84.7 83.8 85.659.3 64.0 66.0 74.651.9 59.3 65.5 62.853.6 59.9 68.0 70.467.4 72.8 75.0 76.5


Change

5.015.310.916.89.1

6.521.410.616.510.6


White StudentsSchoolLevel 200720062005 2008



Change

1.512.57.09.25.5

1.811.55.58.80.0


Asian Students200720062005 2008

91.4 95.1 100.0 100.092.9 100.0 100.0 95.988.1 83.6 93.7 93.8

‐ ‐ ‐ ‐90.7 91.7 97.1 96.5


Change

8.63.05.7‐

5.8

1.87.15.04.94.0


Native American Students200720062005 2008

‐ ‐ 100.0 ‐‐ ‐ 40.0 83.0‐ ‐ 40.0 ‐‐ ‐ ‐ ‐

58.8 83.0


Change

‐‐‐‐

3.515.97.54.38.6


Economically SchoolLevel 200720062005 2008


Other School Districts in State

antaged Students200720062005 2008

76.4 79.3 80.7 82.755.0 63.7 68.1 76.447.1 51.2 55.1 57.552.0 58.9 60.5 65.865.1 69.5 72.1 75.5

DisadvChange

4.516.413.014.39.6

Change

6.321.410.413.810.4

Source DataAEIS

PACE 16PageB.2.a

Student Achievement in the Proximal Zone of Professional ImpactPercentage Passing English Language Arts/Reading TAKS

‐



All StudentsSchoolLevel 200720062005 2008



Change

2.77.512.59.26.8

4.19.310.010.16.9


African American Students200720062005 2008

83.7 89.7 92.8 89.576.5 75.6 81.3 91.769.0 77.6 69.7 90.260.0 90.3 100.0 ‐76.8 83.1 82.8 90.2


Change

5.815.221.2

‐13.4

5.612.613.013.49.3


Hispanic Students200720062005 2008

85.5 88.7 88.1 89.679.9 77.7 84.2 91.771.7 84.6 84.8 86.178.6 85.2 85.8 89.880.1 85.5 86.4 89.0


Change

4.111.814.411.28.9

5.513.512.813.79.0


White StudentsSchoolLevel 200720062005 2008



Change

1.74.710.18.15.2

2.44.57.76.74.5


Asian Students200720062005 2008

92.0 100.0 100.0 100.0100.0 100.0 100.0 100.091.3 95.9 98.4 97.6

‐ ‐ ‐ ‐94.0 98.4 99.3 99.1


Change

8.00.06.3‐

5.1

2.04.26.72.53.9


Native American Students200720062005 2008

‐ ‐ 100.0 ‐‐ ‐ 100.0 100.0‐ ‐ 80.0 100.0‐ ‐ ‐ ‐

93.8 100.0


Change

‐‐‐‐

5.37.49.05.77.8


Economically SchoolLevel 200720062005 2008


Other School Districts in State

antaged Students200720062005 2008

81.3 84.6 85.3 86.775.0 77.4 83.2 88.569.7 80.4 80.2 82.872.4 78.9 79.9 83.277.3 82.1 83.6 86.2

DisadvChange

3.412.315.611.68.5

Change

5.413.513.110.88.9

Source DataAEIS

PACE 17PageB.2.b

High School Mathematics

Figure 1:

1


2007‐2008

Student Achievement Trends in the Proximal Zone of Professional ImpactVariability of TAKS Achievement Rates by Ethnicity

Percen

t Passing

Spring of Academic Year

0

10

20

30

40

50

60

70

80

90

100

2005 2006 2007 2008

African American Hispanic White

2005 2006 2007 2008

37.7 43.1 49.7 60.9African American

51.9 59.3 65.5 62.8Hispanic

76.5 79.6 81.9 83.5White

3‐Yr Change

23.2

10.9

7.0

Only schools with a regular accountability rating at the same school level all 4 years were included in the analysis.1

Source Data18Page

B.2.cAEIS, TEAPACE

Middle School Mathematics

Figure 2:

1


2007‐2008


Percen

t Passing


0

10

20

30

40

50

60

70

80

90

100

2005 2006 2007 2008


2005 2006 2007 2008


59.3 64.0 66.0 74.6Hispanic

77.7 82.9 86.6 90.2White

3‐Year Change

14.0

15.3

12.5


Source Data19Page

B.2.cAEIS, TEAPACE

Elementary School Mathematics

Figure 3:

1


2007‐2008


Percen

t Passing


0

10

20

30

40

50

60

70

80

90

100

2005 2006 2007 2008


2005 2006 2007 2008


80.6 84.7 83.8 85.6Hispanic

92.6 93.4 93.3 94.1White

3‐Year Change

10.0

5.0

1.5


Source Data20Page

B.2.cAEIS, TEAPACE

High School Reading

Figure 4:

1


2007‐2008


Percen

t Passing


0

10

20

30

40

50

60

70

80

90

100

2005 2006 2007 2008


20062005 2007 2008


71.7 84.6 84.8 86.1Hispanic

85.3 92.8 94.0 95.4White

3‐Year Change

21.2

14.4

10.1


Source Data21Page

B.2.cAEIS, TEAPACE

Middle School Reading

Figure 5:

1


2007‐2008


Percen

t Passing


0

10

20

30

40

50

60

70

80

90

100

2005 2006 2007 2008


2008200720062005


79.9 77.7 84.2 91.7Hispanic

91.9 91.2 94.3 96.6White

3‐Year Change

15.2

11.8

4.7


Source Data22Page

B.2.cAEIS, TEAPACE

Elementary School Reading

Figure 6:

1


2007‐2008


Percen

t Passing


0

10

20

30

40

50

60

70

80

90

100

2005 2006 2007 2008


2008200720062005


85.5 88.7 88.1 89.6Hispanic

94.4 96.1 95.8 96.1White

3‐Year Change

5.8

4.1

1.7


Source Data23Page

B.2.cAEIS, TEAPACE

District Name Campus Code Campus Name% PassRead

% StudentsEco Disadv

% StudentsMinority

Achieving

% PassMath

30 Highest‐ High Schools inMathematics

Enrollment


Student Achievement Trends in the Proximal Zone of Professional Impact

Table 1:

WYLIE ISD 221912001 WYLIE H S 99.0 8.0 13.993.0957IRION COUNTY ISD 118902001 IRION H S 99.0 44.1 37.491.0195WALL ISD 226906001 WALL H S 99.0 18.5 20.191.0319WATER VALLEY ISD 226905001 WATER VALLEY H S 97.0 47.4 13.991.0137GLASSCOCK COUNTY ISD 87901001 GLASSCOCK COUNTY H S 96.0 45.0 31.791.0120ROBERT LEE ISD 41902001 ROBERT LEE H S 100.0 39.3 35.088.0117BRONTE ISD 41901001 BRONTE H S 91.0 39.4 22.688.0155MILES ISD 200902001 MILES H S 91.0 43.7 41.687.0190BALLINGER ISD 200901001 BALLINGER H S 95.0 40.9 39.983.0298STERLING CITY ISD 216901001 STERLING CITY H S 96.0 28.2 47.182.085ROSCOE ISD 177901001 ROSCOE H S 94.0 50.3 51.079.0157SWEETWATER ISD 177902001 SWEETWATER H S 94.0 45.9 44.178.0592VERIBEST ISD 226908001 VERIBEST H S 89.0 57.6 48.277.0139BANGS ISD 25901001 BANGS H S 98.0 36.4 24.575.0330SAN ANGELO ISD 226903001 CENTRAL H S 91.0 29.5 49.975.02,174COLEMAN ISD 42901001 COLEMAN H S 92.0 44.4 30.873.0315EDEN CISD 48901001 EDEN H S 88.0 50.4 48.973.0133COLORADO ISD 168901001 COLORADO HIGH SCHOOL 86.0 46.7 59.273.0255SAN ANGELO ISD 226903041 CENTRAL FRESHMAN CAMPUS 91.0 43.6 55.572.0737JIM NED CISD 221911001 JIM NED H S 99.0 18.2 8.871.0340SONORA ISD 218901001 SONORA H S 92.0 25.7 64.971.0276BRADY ISD 160901001 BRADY H S 87.0 43.5 43.369.0386SANTA ANNA ISD 42903001 SANTA ANNA SECONDARY 98.0 63.3 36.768.0128SAN ANGELO ISD 226903002 LAKE VIEW H S 85.0 58.8 64.767.01,245MERKEL ISD 221904001 MERKEL H S 88.0 35.8 19.266.0355WINTERS ISD 200904001 WINTERS H S 88.0 54.8 49.564.0188GRAPE CREEK ISD 226907001 GRAPE CREEK H S 90.0 44.1 31.263.0340REAGAN COUNTY ISD 192901001 REAGAN COUNTY H S 88.0 35.6 68.263.0236MENARD ISD 164901001 MENARD H S 94.0 63.9 69.459.0108CROCKETT COUNTY CONS 53001001 OZONA H S 92.0 33.3 66.757.0234

374.7 92.9 41.2 41.375.9AVERAGE

Source Data24Page

B.2.dAEISPACE

District Name Campus Code Campus Name

Achieving30 Lowest‐ High Schools inMathematics

% PassRead


% StudentsMinority

% PassMathEnrollment



Table 2:

SWEETWATER ISD 177902003 HOBBS ALTER ED CO‐OP 75.0 65.0 47.520.040SCHLEICHER ISD 207901001 ELDORADO H S 83.0 38.7 68.853.0186CROCKETT COUNTY CONS 53001001 OZONA H S 92.0 33.3 66.757.0234MENARD ISD 164901001 MENARD H S 94.0 63.9 69.459.0108REAGAN COUNTY ISD 192901001 REAGAN COUNTY H S 88.0 35.6 68.263.0236GRAPE CREEK ISD 226907001 GRAPE CREEK H S 90.0 44.1 31.263.0340WINTERS ISD 200904001 WINTERS H S 88.0 54.8 49.564.0188MERKEL ISD 221904001 MERKEL H S 88.0 35.8 19.266.0355SAN ANGELO ISD 226903002 LAKE VIEW H S 85.0 58.8 64.767.01,245SANTA ANNA ISD 42903001 SANTA ANNA SECONDARY 98.0 63.3 36.768.0128BRADY ISD 160901001 BRADY H S 87.0 43.5 43.369.0386SONORA ISD 218901001 SONORA H S 92.0 25.7 64.971.0276JIM NED CISD 221911001 JIM NED H S 99.0 18.2 8.871.0340SAN ANGELO ISD 226903041 CENTRAL FRESHMAN CAMPUS 91.0 43.6 55.572.0737COLORADO ISD 168901001 COLORADO HIGH SCHOOL 86.0 46.7 59.273.0255EDEN CISD 48901001 EDEN H S 88.0 50.4 48.973.0133COLEMAN ISD 42901001 COLEMAN H S 92.0 44.4 30.873.0315SAN ANGELO ISD 226903001 CENTRAL H S 91.0 29.5 49.975.02,174BANGS ISD 25901001 BANGS H S 98.0 36.4 24.575.0330VERIBEST ISD 226908001 VERIBEST H S 89.0 57.6 48.277.0139SWEETWATER ISD 177902001 SWEETWATER H S 94.0 45.9 44.178.0592ROSCOE ISD 177901001 ROSCOE H S 94.0 50.3 51.079.0157STERLING CITY ISD 216901001 STERLING CITY H S 96.0 28.2 47.182.085BALLINGER ISD 200901001 BALLINGER H S 95.0 40.9 39.983.0298MILES ISD 200902001 MILES H S 91.0 43.7 41.687.0190BRONTE ISD 41901001 BRONTE H S 91.0 39.4 22.688.0155ROBERT LEE ISD 41902001 ROBERT LEE H S 100.0 39.3 35.088.0117GLASSCOCK COUNTY ISD 87901001 GLASSCOCK COUNTY H S 96.0 45.0 31.791.0120WATER VALLEY ISD 226905001 WATER VALLEY H S 97.0 47.4 13.991.0137IRION COUNTY ISD 118902001 IRION H S 99.0 44.1 37.491.0195

339.7 91.6 43.8 44.072.2AVERAGE

Source Data25Page

B.2.dAEISPACE


Achieving30 Highest‐ Middle Schools inMathematics

% PassRead


% StudentsMinority




Table 3:

SCHLEICHER ISD 207901041 ELDORADO MIDDLE 95.0 50.6 68.399.0164WALL ISD 226906041 WALL MIDDLE 99.0 18.0 16.398.0233WYLIE ISD 221912041 WYLIE J H 99.0 12.6 15.598.0714JIM NED CISD 221911041 JIM NED MIDDLE 97.0 25.0 6.493.0264WINTERS ISD 200904041 WINTERS J H 98.0 71.6 52.987.0102SAN ANGELO ISD 226903042 GLENN MIDDLE SCHOOL 96.0 40.7 51.987.01,054COLEMAN ISD 42901041 COLEMAN J H 93.0 51.5 26.887.0198MERKEL ISD 221904041 MERKEL MIDDLE 94.0 49.0 13.686.0243BANGS ISD 25901041 BANGS MIDDLE SCHOOL 95.0 48.4 20.984.0339BALLINGER ISD 200901041 BALLINGER J H 96.0 48.0 41.483.0198SWEETWATER ISD 177902041 SWEETWATER MIDDLE 95.0 57.1 46.783.0503SONORA ISD 218901041 SONORA J H 94.0 34.8 68.981.0267COLORADO ISD 168901041 COLORADO MIDDLE 93.0 56.9 58.981.0209MENARD ISD 164901041 MENARD J H 100.0 54.1 56.879.074SAN ANGELO ISD 226903043 LEE MIDDLE SCHOOL 91.0 52.4 57.579.01,032GRAPE CREEK ISD 226907041 GRAPE CREEK MIDDLE 90.0 62.3 35.276.0247SAN ANGELO ISD 226903045 LINCOLN MIDDLE SCHOOL 93.0 70.6 67.871.0860CROCKETT COUNTY CONS 53001041 OZONA MIDDLE 92.0 54.0 80.166.0161REAGAN COUNTY ISD 192901041 REAGAN COUNTY MIDDLE 90.0 38.7 70.665.0163

369.7 94.7 47.2 45.183.3AVERAGE

Source Data26Page

B.2.dAEISPACE


Achieving30 Lowest‐ Middle Schools inMathematics

% PassRead


% StudentsMinority




Table 4:

REAGAN COUNTY ISD 192901041 REAGAN COUNTY MIDDLE 90.0 38.7 70.665.0163CROCKETT COUNTY CONS 53001041 OZONA MIDDLE 92.0 54.0 80.166.0161SAN ANGELO ISD 226903045 LINCOLN MIDDLE SCHOOL 93.0 70.6 67.871.0860GRAPE CREEK ISD 226907041 GRAPE CREEK MIDDLE 90.0 62.3 35.276.0247SAN ANGELO ISD 226903043 LEE MIDDLE SCHOOL 91.0 52.4 57.579.01,032MENARD ISD 164901041 MENARD J H 100.0 54.1 56.879.074COLORADO ISD 168901041 COLORADO MIDDLE 93.0 56.9 58.981.0209SONORA ISD 218901041 SONORA J H 94.0 34.8 68.981.0267SWEETWATER ISD 177902041 SWEETWATER MIDDLE 95.0 57.1 46.783.0503BALLINGER ISD 200901041 BALLINGER J H 96.0 48.0 41.483.0198BANGS ISD 25901041 BANGS MIDDLE SCHOOL 95.0 48.4 20.984.0339MERKEL ISD 221904041 MERKEL MIDDLE 94.0 49.0 13.686.0243COLEMAN ISD 42901041 COLEMAN J H 93.0 51.5 26.887.0198SAN ANGELO ISD 226903042 GLENN MIDDLE SCHOOL 96.0 40.7 51.987.01,054WINTERS ISD 200904041 WINTERS J H 98.0 71.6 52.987.0102JIM NED CISD 221911041 JIM NED MIDDLE 97.0 25.0 6.493.0264WALL ISD 226906041 WALL MIDDLE 99.0 18.0 16.398.0233WYLIE ISD 221912041 WYLIE J H 99.0 12.6 15.598.0714SCHLEICHER ISD 207901041 ELDORADO MIDDLE 95.0 50.6 68.399.0164

369.7 94.7 47.2 45.183.3AVERAGE

Source Data27

B.2.dAEISPagePACE


Achieving30 Highest‐ Elementary Schools inMathematics

% PassRead


% StudentsMinority




Table 5:

VERIBEST ISD 226908101 VERIBEST EL 98.0 46.3 35.8100.0123SAN ANGELO ISD 226903120 SANTA RITA EL 100.0 36.2 31.499.0420GLASSCOCK COUNTY ISD 87901101 GLASSCOCK COUNTY EL 99.0 56.4 39.799.0156SAN ANGELO ISD 226903101 ALTA LOMA EL 99.0 72.1 80.099.0290JIM NED CISD 221911101 LAWN EL 97.0 39.2 7.299.0209WATER VALLEY ISD 226905101 WATER VALLEY EL 97.0 47.0 14.999.0168IRION COUNTY ISD 118902101 IRION EL 100.0 39.1 29.598.0156WYLIE ISD 221912101 WYLIE EL 98.0 15.2 18.698.0725WYLIE ISD 221912103 WYLIE INT 98.0 14.7 17.798.0742WALL ISD 226906101 WALL EL 97.0 20.5 15.898.0404SWEETWATER ISD 177902104 SWEETWATER INTERMEDIATE SCHOOL 96.0 60.8 48.197.0324SAN ANGELO ISD 226903114 HOLIMAN EL 95.0 53.7 50.397.0294MERKEL ISD 221904104 MERKEL INT 91.0 49.5 15.597.0103MILES ISD 200902101 MILES EL 96.0 39.3 33.596.0206JIM NED CISD 221911102 BUFFALO GAP EL 98.0 21.9 7.795.0233SAN ANGELO ISD 226903123 LAMAR ELEMENTARY 97.0 32.6 36.395.0565SAN ANGELO ISD 226903115 MCGILL EL 95.0 67.4 59.195.0276CHRISTOVAL ISD 226901101 CHRISTOVAL EL 99.0 28.8 22.094.0177SANTA ANNA ISD 42903101 SANTA ANNA EL 97.0 76.7 31.594.0146SAN ANGELO ISD 226903102 AUSTIN EL 93.0 78.0 65.294.0486SWEETWATER ISD 177902105 SOUTHEAST EL 100.0 79.8 65.193.0372FORSAN ISD 114904101 FORSAN ELEMENTARY AT ELBOW 95.0 37.7 24.993.0329SAN ANGELO ISD 226903105 BOWIE EL 94.0 34.6 38.393.0491SAN ANGELO ISD 226903113 GOLIAD EL 89.0 72.7 61.993.0575SAN ANGELO ISD 226903112 GLENMORE EL 96.0 58.3 58.192.0420SAN ANGELO ISD 226903122 BONHAM EL 95.0 20.4 29.692.0560SAN ANGELO ISD 226903110 FANNIN EL 92.0 81.2 70.892.0404MERKEL ISD 221904102 MERKEL EL 100.0 58.3 25.491.0276BANGS ISD 25901101 J B STEPHENS EL 96.0 59.1 21.991.0438SAN ANGELO ISD 226903103 BELAIRE EL 94.0 76.8 78.591.0367

347.8 96.4 49.1 37.895.4AVERAGE

Source Data28

B.2.dAEISPagePACE


Achieving30 Lowest‐ Elementary Schools inMathematics

% PassRead


% StudentsMinority




Table 6:

OLFEN ISD 200906101 OLFEN EL 79.0 85.5 51.366.076ROBERT LEE ISD 41902101 ROBERT LEE EL 93.0 62.3 24.668.0130SAN ANGELO ISD 226903119 SAN JACINTO EL 82.0 90.7 86.272.0377SAN ANGELO ISD 226903106 BRADFORD EL 83.0 91.2 82.276.0444REAGAN COUNTY ISD 192901101 REAGAN COUNTY ELEMENTARY 82.0 53.1 80.880.0386CROCKETT COUNTY CONS 53001101 OZONA INT 88.0 56.3 72.582.0167CROCKETT COUNTY CONS 53001102 OZONA PRIMARY 88.0 60.6 78.482.0208GRAPE CREEK ISD 226907101 GRAPE CREEK ELEMENTARY 88.0 64.8 38.482.0497STERLING CITY ISD 216901101 STERLING CITY EL 94.0 41.7 52.882.0108WINTERS ISD 200904101 WINTERS EL 88.0 72.3 52.983.0350SCHLEICHER ISD 207901101 ELDORADO EL 98.0 51.5 62.184.0293MERKEL ISD 221904103 TYE EL 88.0 72.1 26.985.0208BALLINGER ISD 200901101 BALLINGER ELEMENTARY 90.0 60.8 46.285.0480SAN ANGELO ISD 226903111 FT CONCHO EL 90.0 71.1 76.185.0301BRADY ISD 160901101 BRADY EL 92.0 64.6 53.085.0494SONORA ISD 218901101 SONORA EL 93.0 44.1 66.785.0447SAN ANGELO ISD 226903116 REAGAN EL 87.0 86.7 90.386.0362ROSCOE ISD 177901101 ROSCOE EL 91.0 76.9 73.186.0156PANTHER CREEK CISD 42905101 PANTHER CREEK EL 96.0 67.1 30.486.079COLORADO ISD 168901101 HUTCHINSON ELEMENTARY 89.0 62.2 56.487.0241COLORADO ISD 168901102 KELLEY ELEMENTARY 89.0 68.8 61.787.0308COLEMAN ISD 42901102 COLEMAN EL 88.0 70.5 27.888.0475SAN ANGELO ISD 226903108 CROCKETT EL 89.0 56.8 50.888.0370BRONTE ISD 41901101 BRONTE EL 95.0 49.2 28.689.0185EDEN CISD 48901101 EDEN EL 92.0 57.1 46.390.0147SWEETWATER ISD 177902102 EAST RIDGE EL 97.0 57.3 49.990.0351MENARD ISD 164901101 MENARD EL 98.0 69.1 56.290.0162SAN ANGELO ISD 226903103 BELAIRE EL 94.0 76.8 78.591.0367BANGS ISD 25901101 J B STEPHENS EL 96.0 59.1 21.991.0438MERKEL ISD 221904102 MERKEL EL 100.0 58.3 25.491.0276

296.1 90.6 65.3 54.984.1AVERAGE

Source Data29Page

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Achieving30 Highest‐ High Schools inReading

% PassMath


% StudentsMinority

% PassReadEnrollment



Table 1:

ROBERT LEE ISD 41902001 ROBERT LEE H S 88.0 39.3 35.0100.0117WYLIE ISD 221912001 WYLIE H S 93.0 8.0 13.999.0957IRION COUNTY ISD 118902001 IRION H S 91.0 44.1 37.499.0195WALL ISD 226906001 WALL H S 91.0 18.5 20.199.0319JIM NED CISD 221911001 JIM NED H S 71.0 18.2 8.899.0340BANGS ISD 25901001 BANGS H S 75.0 36.4 24.598.0330SANTA ANNA ISD 42903001 SANTA ANNA SECONDARY 68.0 63.3 36.798.0128WATER VALLEY ISD 226905001 WATER VALLEY H S 91.0 47.4 13.997.0137GLASSCOCK COUNTY ISD 87901001 GLASSCOCK COUNTY H S 91.0 45.0 31.796.0120STERLING CITY ISD 216901001 STERLING CITY H S 82.0 28.2 47.196.085BALLINGER ISD 200901001 BALLINGER H S 83.0 40.9 39.995.0298ROSCOE ISD 177901001 ROSCOE H S 79.0 50.3 51.094.0157SWEETWATER ISD 177902001 SWEETWATER H S 78.0 45.9 44.194.0592MENARD ISD 164901001 MENARD H S 59.0 63.9 69.494.0108COLEMAN ISD 42901001 COLEMAN H S 73.0 44.4 30.892.0315SONORA ISD 218901001 SONORA H S 71.0 25.7 64.992.0276CROCKETT COUNTY CONS 53001001 OZONA H S 57.0 33.3 66.792.0234BRONTE ISD 41901001 BRONTE H S 88.0 39.4 22.691.0155MILES ISD 200902001 MILES H S 87.0 43.7 41.691.0190SAN ANGELO ISD 226903001 CENTRAL H S 75.0 29.5 49.991.02,174SAN ANGELO ISD 226903041 CENTRAL FRESHMAN CAMPUS 72.0 43.6 55.591.0737GRAPE CREEK ISD 226907001 GRAPE CREEK H S 63.0 44.1 31.290.0340VERIBEST ISD 226908001 VERIBEST H S 77.0 57.6 48.289.0139EDEN CISD 48901001 EDEN H S 73.0 50.4 48.988.0133MERKEL ISD 221904001 MERKEL H S 66.0 35.8 19.288.0355WINTERS ISD 200904001 WINTERS H S 64.0 54.8 49.588.0188REAGAN COUNTY ISD 192901001 REAGAN COUNTY H S 63.0 35.6 68.288.0236BRADY ISD 160901001 BRADY H S 69.0 43.5 43.387.0386COLORADO ISD 168901001 COLORADO HIGH SCHOOL 73.0 46.7 59.286.0255SAN ANGELO ISD 226903002 LAKE VIEW H S 67.0 58.8 64.785.01,245

374.7 75.9 41.2 41.392.9AVERAGE

Source Data30Page

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Achieving30 Lowest‐ High Schools inReading

% PassMath


% StudentsMinority




Table 2:

SWEETWATER ISD 177902003 HOBBS ALTER ED CO‐OP 20.0 65.0 47.575.040SCHLEICHER ISD 207901001 ELDORADO H S 53.0 38.7 68.883.0186SAN ANGELO ISD 226903002 LAKE VIEW H S 67.0 58.8 64.785.01,245COLORADO ISD 168901001 COLORADO HIGH SCHOOL 73.0 46.7 59.286.0255BRADY ISD 160901001 BRADY H S 69.0 43.5 43.387.0386REAGAN COUNTY ISD 192901001 REAGAN COUNTY H S 63.0 35.6 68.288.0236WINTERS ISD 200904001 WINTERS H S 64.0 54.8 49.588.0188MERKEL ISD 221904001 MERKEL H S 66.0 35.8 19.288.0355EDEN CISD 48901001 EDEN H S 73.0 50.4 48.988.0133VERIBEST ISD 226908001 VERIBEST H S 77.0 57.6 48.289.0139GRAPE CREEK ISD 226907001 GRAPE CREEK H S 63.0 44.1 31.290.0340SAN ANGELO ISD 226903041 CENTRAL FRESHMAN CAMPUS 72.0 43.6 55.591.0737SAN ANGELO ISD 226903001 CENTRAL H S 75.0 29.5 49.991.02,174MILES ISD 200902001 MILES H S 87.0 43.7 41.691.0190BRONTE ISD 41901001 BRONTE H S 88.0 39.4 22.691.0155CROCKETT COUNTY CONS 53001001 OZONA H S 57.0 33.3 66.792.0234SONORA ISD 218901001 SONORA H S 71.0 25.7 64.992.0276COLEMAN ISD 42901001 COLEMAN H S 73.0 44.4 30.892.0315MENARD ISD 164901001 MENARD H S 59.0 63.9 69.494.0108SWEETWATER ISD 177902001 SWEETWATER H S 78.0 45.9 44.194.0592ROSCOE ISD 177901001 ROSCOE H S 79.0 50.3 51.094.0157BALLINGER ISD 200901001 BALLINGER H S 83.0 40.9 39.995.0298STERLING CITY ISD 216901001 STERLING CITY H S 82.0 28.2 47.196.085GLASSCOCK COUNTY ISD 87901001 GLASSCOCK COUNTY H S 91.0 45.0 31.796.0120WATER VALLEY ISD 226905001 WATER VALLEY H S 91.0 47.4 13.997.0137SANTA ANNA ISD 42903001 SANTA ANNA SECONDARY 68.0 63.3 36.798.0128BANGS ISD 25901001 BANGS H S 75.0 36.4 24.598.0330JIM NED CISD 221911001 JIM NED H S 71.0 18.2 8.899.0340IRION COUNTY ISD 118902001 IRION H S 91.0 44.1 37.499.0195WALL ISD 226906001 WALL H S 91.0 18.5 20.199.0319

346.4 72.3 43.1 43.591.5AVERAGE

Source Data31Page

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Achieving30 Highest‐ Middle Schools inReading

% PassMath


% StudentsMinority




Table 3:

MENARD ISD 164901041 MENARD J H 79.0 54.1 56.8100.074WALL ISD 226906041 WALL MIDDLE 98.0 18.0 16.399.0233WYLIE ISD 221912041 WYLIE J H 98.0 12.6 15.599.0714WINTERS ISD 200904041 WINTERS J H 87.0 71.6 52.998.0102JIM NED CISD 221911041 JIM NED MIDDLE 93.0 25.0 6.497.0264SAN ANGELO ISD 226903042 GLENN MIDDLE SCHOOL 87.0 40.7 51.996.01,054BALLINGER ISD 200901041 BALLINGER J H 83.0 48.0 41.496.0198SCHLEICHER ISD 207901041 ELDORADO MIDDLE 99.0 50.6 68.395.0164BANGS ISD 25901041 BANGS MIDDLE SCHOOL 84.0 48.4 20.995.0339SWEETWATER ISD 177902041 SWEETWATER MIDDLE 83.0 57.1 46.795.0503MERKEL ISD 221904041 MERKEL MIDDLE 86.0 49.0 13.694.0243SONORA ISD 218901041 SONORA J H 81.0 34.8 68.994.0267COLEMAN ISD 42901041 COLEMAN J H 87.0 51.5 26.893.0198COLORADO ISD 168901041 COLORADO MIDDLE 81.0 56.9 58.993.0209SAN ANGELO ISD 226903045 LINCOLN MIDDLE SCHOOL 71.0 70.6 67.893.0860CROCKETT COUNTY CONS 53001041 OZONA MIDDLE 66.0 54.0 80.192.0161SAN ANGELO ISD 226903043 LEE MIDDLE SCHOOL 79.0 52.4 57.591.01,032GRAPE CREEK ISD 226907041 GRAPE CREEK MIDDLE 76.0 62.3 35.290.0247REAGAN COUNTY ISD 192901041 REAGAN COUNTY MIDDLE 65.0 38.7 70.690.0163

369.7 83.3 47.2 45.194.7AVERAGE

Source Data32Page

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Achieving30 Lowest‐ Middle Schools inReading

% PassMath


% StudentsMinority




Table 4:

REAGAN COUNTY ISD 192901041 REAGAN COUNTY MIDDLE 90.0 38.7 70.665.0163GRAPE CREEK ISD 226907041 GRAPE CREEK MIDDLE 90.0 62.3 35.276.0247SAN ANGELO ISD 226903043 LEE MIDDLE SCHOOL 91.0 52.4 57.579.01,032CROCKETT COUNTY CONS 53001041 OZONA MIDDLE 92.0 54.0 80.166.0161SAN ANGELO ISD 226903045 LINCOLN MIDDLE SCHOOL 93.0 70.6 67.871.0860COLORADO ISD 168901041 COLORADO MIDDLE 93.0 56.9 58.981.0209COLEMAN ISD 42901041 COLEMAN J H 93.0 51.5 26.887.0198SONORA ISD 218901041 SONORA J H 94.0 34.8 68.981.0267MERKEL ISD 221904041 MERKEL MIDDLE 94.0 49.0 13.686.0243SWEETWATER ISD 177902041 SWEETWATER MIDDLE 95.0 57.1 46.783.0503BANGS ISD 25901041 BANGS MIDDLE SCHOOL 95.0 48.4 20.984.0339SCHLEICHER ISD 207901041 ELDORADO MIDDLE 95.0 50.6 68.399.0164BALLINGER ISD 200901041 BALLINGER J H 96.0 48.0 41.483.0198SAN ANGELO ISD 226903042 GLENN MIDDLE SCHOOL 96.0 40.7 51.987.01,054JIM NED CISD 221911041 JIM NED MIDDLE 97.0 25.0 6.493.0264WINTERS ISD 200904041 WINTERS J H 98.0 71.6 52.987.0102WALL ISD 226906041 WALL MIDDLE 99.0 18.0 16.398.0233WYLIE ISD 221912041 WYLIE J H 99.0 12.6 15.598.0714MENARD ISD 164901041 MENARD J H 100.0 54.1 56.879.074

369.7 83.3 47.2 45.194.7AVERAGE

Source Data33Page

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Achieving30 Highest‐ Elementary Schools inReading

% PassMath


% StudentsMinority




Table 5:

SAN ANGELO ISD 226903120 SANTA RITA EL 99.0 36.2 31.4100.0420IRION COUNTY ISD 118902101 IRION EL 98.0 39.1 29.5100.0156SWEETWATER ISD 177902105 SOUTHEAST EL 93.0 79.8 65.1100.0372MERKEL ISD 221904102 MERKEL EL 91.0 58.3 25.4100.0276GLASSCOCK COUNTY ISD 87901101 GLASSCOCK COUNTY EL 99.0 56.4 39.799.0156SAN ANGELO ISD 226903101 ALTA LOMA EL 99.0 72.1 80.099.0290CHRISTOVAL ISD 226901101 CHRISTOVAL EL 94.0 28.8 22.099.0177VERIBEST ISD 226908101 VERIBEST EL 100.0 46.3 35.898.0123WYLIE ISD 221912101 WYLIE EL 98.0 15.2 18.698.0725WYLIE ISD 221912103 WYLIE INT 98.0 14.7 17.798.0742JIM NED CISD 221911102 BUFFALO GAP EL 95.0 21.9 7.798.0233MENARD ISD 164901101 MENARD EL 90.0 69.1 56.298.0162SCHLEICHER ISD 207901101 ELDORADO EL 84.0 51.5 62.198.0293JIM NED CISD 221911101 LAWN EL 99.0 39.2 7.297.0209WATER VALLEY ISD 226905101 WATER VALLEY EL 99.0 47.0 14.997.0168WALL ISD 226906101 WALL EL 98.0 20.5 15.897.0404SAN ANGELO ISD 226903123 LAMAR ELEMENTARY 95.0 32.6 36.397.0565SANTA ANNA ISD 42903101 SANTA ANNA EL 94.0 76.7 31.597.0146SWEETWATER ISD 177902102 EAST RIDGE EL 90.0 57.3 49.997.0351SWEETWATER ISD 177902104 SWEETWATER INTERMEDIATE SCHOOL 97.0 60.8 48.196.0324MILES ISD 200902101 MILES EL 96.0 39.3 33.596.0206SAN ANGELO ISD 226903112 GLENMORE EL 92.0 58.3 58.196.0420BANGS ISD 25901101 J B STEPHENS EL 91.0 59.1 21.996.0438PANTHER CREEK CISD 42905101 PANTHER CREEK EL 86.0 67.1 30.496.079SAN ANGELO ISD 226903114 HOLIMAN EL 97.0 53.7 50.395.0294SAN ANGELO ISD 226903115 MCGILL EL 95.0 67.4 59.195.0276FORSAN ISD 114904101 FORSAN ELEMENTARY AT ELBOW 93.0 37.7 24.995.0329SAN ANGELO ISD 226903122 BONHAM EL 92.0 20.4 29.695.0560BRONTE ISD 41901101 BRONTE EL 89.0 49.2 28.695.0185SAN ANGELO ISD 226903105 BOWIE EL 93.0 34.6 38.394.0491

319.0 94.5 47.0 35.797.2AVERAGE

Source Data34Page

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Achieving30 Lowest‐ Elementary Schools inReading

% PassMath


% StudentsMinority




Table 6:

OLFEN ISD 200906101 OLFEN EL 66.0 85.5 51.379.076SAN ANGELO ISD 226903119 SAN JACINTO EL 72.0 90.7 86.282.0377REAGAN COUNTY ISD 192901101 REAGAN COUNTY ELEMENTARY 80.0 53.1 80.882.0386SAN ANGELO ISD 226903106 BRADFORD EL 76.0 91.2 82.283.0444SAN ANGELO ISD 226903116 REAGAN EL 86.0 86.7 90.387.0362CROCKETT COUNTY CONS 53001101 OZONA INT 82.0 56.3 72.588.0167CROCKETT COUNTY CONS 53001102 OZONA PRIMARY 82.0 60.6 78.488.0208GRAPE CREEK ISD 226907101 GRAPE CREEK ELEMENTARY 82.0 64.8 38.488.0497WINTERS ISD 200904101 WINTERS EL 83.0 72.3 52.988.0350MERKEL ISD 221904103 TYE EL 85.0 72.1 26.988.0208COLEMAN ISD 42901102 COLEMAN EL 88.0 70.5 27.888.0475COLORADO ISD 168901101 HUTCHINSON ELEMENTARY 87.0 62.2 56.489.0241COLORADO ISD 168901102 KELLEY ELEMENTARY 87.0 68.8 61.789.0308SAN ANGELO ISD 226903108 CROCKETT EL 88.0 56.8 50.889.0370SAN ANGELO ISD 226903113 GOLIAD EL 93.0 72.7 61.989.0575BALLINGER ISD 200901101 BALLINGER ELEMENTARY 85.0 60.8 46.290.0480SAN ANGELO ISD 226903111 FT CONCHO EL 85.0 71.1 76.190.0301ROSCOE ISD 177901101 ROSCOE EL 86.0 76.9 73.191.0156MERKEL ISD 221904104 MERKEL INT 97.0 49.5 15.591.0103BRADY ISD 160901101 BRADY EL 85.0 64.6 53.092.0494EDEN CISD 48901101 EDEN EL 90.0 57.1 46.392.0147SAN ANGELO ISD 226903110 FANNIN EL 92.0 81.2 70.892.0404ROBERT LEE ISD 41902101 ROBERT LEE EL 68.0 62.3 24.693.0130SONORA ISD 218901101 SONORA EL 85.0 44.1 66.793.0447SAN ANGELO ISD 226903102 AUSTIN EL 94.0 78.0 65.293.0486STERLING CITY ISD 216901101 STERLING CITY EL 82.0 41.7 52.894.0108SAN ANGELO ISD 226903103 BELAIRE EL 91.0 76.8 78.594.0367SAN ANGELO ISD 226903105 BOWIE EL 93.0 34.6 38.394.0491BRONTE ISD 41901101 BRONTE EL 89.0 49.2 28.695.0185SAN ANGELO ISD 226903122 BONHAM EL 92.0 20.4 29.695.0560

330.1 85.0 64.4 56.189.5AVERAGE

Source Data35Page

B.2.eAEISPACE

performance analysis for colleges of education · the pace system is based upon key assumptions...

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