Accountability FAQ

  • April 2, 2021

    Why doesn’t the CCMR Tracker include 2020–21 CCMR outcomes?

    Those data have yet to be reported. Also, please note that the 2021 CCMR Tracker will be released in two stages this year:

    • March 31, 2021:
      • CCMR outcomes reported though TSDS PEIMS, TSIA results, and OnRamps course completion through the 2019–20 school year
      • SAT, ACT, AP, IB, and level I/II certificates through the 2018–19 school year
    • July 2021:
      • CCMR outcomes reported though TSDS PEIMS, TSIA results, and OnRamps course completion through the 2019–20 school year (identical to March 31 release)
      • SAT, ACT, AP, IB, and level I/II certificates through the 2019–20 school year

    The table below provides the years included in the first release of the 2021 CCMR Tracker for each indicator.

    Indicator

    Data Reported for the First Release

    ACT college admissions test

    Tests from grade 9 through July 2019 administration

    AP examination

    Tests from grade 9 through May 2019 administration

    IB examination

    Tests from grade 9 through May 2019 administration

    TSI assessment

    Tests from June 2011 through October 2020 administration

    SAT college admissions test

    Tests from grade 9 through June 2019 administration

    OnRamps dual enrollment course completion

    Courses completed from grade 9 through 2019–20 school year

    Level I and Level II certificates

    Certificates earned from grade 9 through 2018–19 school year

    Dual credit course completion

    Courses completed from grade 9 through 2019–20 school year

    Industry-based certification

    Certifications earned from grade 9 through August 31, 2020

    Associate degree

    Degrees earned from grade 9 through 2019–20 school year

    College prep course

    Courses completed from grade 9 through 2019–20 school year

     

     
     
  • March 5, 2021

    The following is a correction to the FAQ shown in the February 12, 2021 bulletin:

    Based on feedback from divisions within TEA, diagnostic results from the Texas Success Initiative assessment (TSIA) 2.0 will not be evaluated for college readiness in the College, Career, and Military Readiness (CCMR) components. The chart below has been updated to reflect this change.

    Subject

    College Readiness Benchmark Score

    English Language Arts and Reading

    945-990 on the ELAR College Readiness Classification (CRC) and a score of at least 5 on the Essay Test

    Mathematics

    950-990 on the Mathematics CRC

     
  • February 12, 2021

    How will new Texas Success Initiative assessment (TSIA) results be evaluated for accountability?

    Please see the table below for eligible TSIA 2.0 college readiness cut scores for the Texas Higher Education Coordinating Board’s implementation of the TSIA 2.0 in January 2021.

    Eligible TSIA 1.0 scores from both mathematics and ELA will be grandfathered into accountability for students with eligible 1.0 scores.

    Subject

    College Readiness Benchmark Score

    English Language Arts and Reading

    · 945-990 on the ELAR College Readiness Classification (CRC) and a score of at least 5 on the Essay Test or

    · An ELAR CRC score below 945 and an ELAR Diagnostic Test score of 5 or 6 and an Essay Test score of 5 or higher

    Mathematics

    · 950-990 on the Mathematics CRC Test or

    ·  A Mathematics CRC Test score below 950 and a Mathematics Diagnostic Test score of 6

     

     
  • January 22, 2021

    Do districts still need to report military data through PIEMS?

    Yes. The PEIMS element is still required during the submission. As it cannot be left blank, if districts want to report Yes, they should follow the guidance issued here. We are working with the IT Division and TEA leadership to find the appropriate time to remove the PEIMS indicator.

    What if an accelerated student does not SAT/ACT test by the end of their senior year?

    If a grade 12 accelerated tester does not have an SAT/ACT test record, the district and campus will have this student included as a non-participant in participation calculations. However, TEA has requested to delay the implementation of the accelerated testers requirement by one year as part of its ESSA addendum. As a reminder, this requirement does not affect a student’s ability to graduate.

    When will the accelerated testers listing for 2022 seniors be made available?

    The preliminary list of 2022 accelerated testers will be made available fall 2021.

  • January 15, 2021

    How will the agency process the English Language Proficiency (ELP) component of Closing the Gaps for 2021?

    As part of the 2021 Accountability Manual rule adoption, TEA is proposing using the following methodology to evaluate ELP for 2021 reporting.

    English Language Proficiency—Assessments Evaluated

    The English Language Proficiency component evaluates the TELPAS and TELPAS Alternate results for grades K–12. Current year TELPAS and TELPAS Alternate results are compared to the prior year to determine if the students made progress. As the completion of TELPAS was optional in spring 2020 due to the impact of COVID-19, if a 2020 composite rating is not available, the composite rating from 2019 is used. In order to be included in the denominator, a student must have either a current year Advanced High TELPAS or Basic Fluency TELPAS Alternate composite rating or a non-zero 2020 or 2019 TELPAS or TELPAS Alternate composite rating.

    Composite ratings are not compared across TELPAS and TELPAS Alternate.

    English Language Proficiency—Minimum Size Criteria and Small Numbers Analysis

    • The EL student group is evaluated if there are at least 25 current EL students.
    • Small numbers analysis is not used.

    English Language Proficiency—Methodology

    A student is considered having made progress if

    • the student advances by at least one score of the composite rating from the prior year to the current year, or
    • the student’s 2021 result is Advanced High or Basic Fluency.
    • for 2021, if the 2020 composite rating is available but does not show progress, the 2019 composite rating is compared to the 2021 composite rating.
    • the composite rating from 2020 is not available, the 2019 composite rating is compared to the 2021 composite rating.
  • January 8, 2021

    Does the approved amendment impact targeted support and improvement identifications?

    No, the January 2020 amendment did not include any changes to targeted support and improvement identification. As a reminder, TEA is also proposing multiple one-year school improvement adjustments as part of the ESSA Plan 2021 Addendum.

    Will targeted support have any type of consecutive year consequences?

    No. Title I additional targeted support campuses will escalate to comprehensive support.  Consecutive years of targeted support will not result in escalation.

    Does the shift from the 4-year graduation rate to the 6-year graduation rate for comprehensive support and improvement identification impact the exit criteria that requires at least a 67 percent graduation rate for two consecutive years?

    Yes, the agency will evaluate the six-year graduation rate to determine if a campus is eligible to exit in August 2021.

  • December 18, 2020

    Per the December 10, 2020 To The Administrator Addressed correspondence, will campuses identified for school improvement that opt-out and retain their label for 2021–22 be eligible to exit if they meet exit criteria in 2022?

    Yes. Opting in or out of school improvement interventions and funding for 2021–22 does not impact exit timelines. Campuses that are eligible to exit based on August 2022 data will be removed from identification.

    For campuses choosing to opt-out of school improvement interventions and funding, is escalation postponed for both Comprehensive Support and Improvement (CSI) and Additional Targeted Support (ATS)?

    No. Opting out of 2021–22 school improvement interventions does not delay future requirements if a campus is identified as CSI or ATS for multiple years.

    For additional FAQs, please view the Performance Reporting Resources page.

    For additional questions regarding school improvement, please contact the School Improvement Division at (512) 463-5226 or SIDivision@tea.texas.gov.

  • December 4, 2020

    When will academic accountability decisions be made for 2021?

    Performance Reporting is collaborating with national accountability experts, accountability advisory groups, U.S. Department of Education (USDE) staff, and state legislative staff to determine options for 2021 accountability ratings. The agency plans to publicize requests for changes to the federal accountability system in December for public comment followed by a late January submission. Similar to last year, the 2021 Academic Accountability Framework is scheduled for release in February/March, followed by the 2021 Accountability Manual public comment period in late spring.

    In addition, you may follow the process on the 2021 development page.

  • November 20, 2020

    I have heard that PEIMS military enlistment data will no longer be used for accountability ratings or in the College, Career, or Military Readiness Outcomes Bonus (CCMR OB) calculations. Is this true?

    Yes. Due to discrepancies between annual enlistment counts released by the Department of Defense (DoD) and the Texas Student Data System (TSDS) PEIMS military enlistment data, TEA will exclude military enlistment data from both accountability and CCMR OB calculations until such data can be obtained directly from the DoD. Please see the released guidance here for more information.

  • October 30, 2020

    When will academic accountability decisions for 2021 be made?

    Performance Reporting is collaborating with national accountability experts, accountability advisory groups, U.S. Department of Education staff, and state legislative staff to determine options for 2021 accountability ratings. The agency plans to publicize requests for changes to the federal accountability system in December for public comment followed by a January submission. Similar to last year, the 2021 Academic Accountability Framework is scheduled for release in February/March, followed by the 2021 Accountability Manual public comment period in April.

  • October 23, 2020

    In the communication regarding the progress measure, it mentioned that 2020–2021 English II progress would be based on progress made since the student's 2018–2019 English I end-of-course (EOC) assessment. On an individual student basis, most current sophomores would not have had English I in 2018–2019. They would have been in 8th grade. How is progress calculated for these students?

    For English II, if a student took English I in 2018–2019 and English II in 2020–2021 as first-time testers, this student would receive a progress measure. Since the administration of EOC assessments is course-based and not grade based, this is possible (although we do not anticipate many students that fall into this group).

    For English II, the “prior” year test is always English I. There is no progress measure from grade 3–8 reading to English II.

  • October 9, 2020

    To which years does the updated U.S. Armed Forces enlistment guidance apply?

    The updated guidance applies to 2020 graduates and beyond until enlistment data can be obtained from the Department of Defense. As TSDS PEIMS submissions for graduates prior to 2020 are closed, districts cannot retroactively apply this guidance to data submitted in prior years.

  • October 2, 2020

    When will we receive our list of students who qualified for the STAAR end-of-course (EOC) COVID-19 waiver last year?

    The agency will not provide districts with a list of students. As shared last week with district testing coordinators and ESC staff, the following communication provides guidance to school districts and open-enrollment charter schools on how to track students who were eligible for the STAAR EOC assessment COVID-19 waiver. As announced on March 16, 2020, Governor Greg Abbott used his statutory authority under Texas Government Code, §418.016 to suspend annual academic assessment requirements for the remainder of the 2019–20 school year due to the impact of COVID-19. This suspension waived STAAR EOC assessment graduation requirements for thousands of eligible Texas students. Eligibility requirements are listed below.

    • To qualify for the STAAR EOC assessment waiver, a student must have
    • been enrolled in the course during spring or summer 2020,
    • completed the full course by the end of spring or summer 2020, AND
    • earned full course credit by the end of the spring or summer 2020.
    • Students who qualify for the STAAR EOC assessment waiver will not be responsible for meeting that EOC assessment graduation requirement. For these students, the waiver reduces the number of EOC assessments the student must pass to meet assessment graduation requirements.
    • Students, who did not earn full course credit in spring or summer 2020 and must continue or repeat the course, will be required to pass the corresponding STAAR EOC assessment to meet assessment graduation requirements. The “2020 Waived” code does not apply to these students.
    • Students who have a STAAR EOC assessment that they have not passed from a previous year are still required to retake and pass that STAAR EOC assessment to meet graduation requirements. The “2020 Waived” code does not apply to these students.

    In an effort to assist districts, the agency recommends districts and charter schools refer to student transcripts or academic achievement records (AAR). A new code, 2020 Waived, was added to the STAAR performance level code table (TC31) in the Texas Records Exchange (TREx) system. Districts and charter schools were required to indicate on the transcript or in the AAR the “2020 Waived” code for students for whom the STAAR EOC assessment requirement was waived, in accordance with the assessment guidance issued in spring 2020. District testing coordinators should work closely with their TREx coordinators to access TREx for this information. As TEA does not have the authority to access TREx data or sufficient student records to make accurate determinations, districts need to determine which students were eligible for the 2020 waiver using their own student information systems.

    In the case of a student who transfers into a district for the school year 2020–21 and does not have the “2020 Waived” code appropriately indicated on the student transcript or AAR, the district can refer to 2019–20 school year course completion in the student transcript or AAR to identify students who successfully completed curriculum requirements and qualify for the COVID-19 waiver. For additional information, please refer to the Assessment Guidance on the COVID-19 Assessment webpage.

    If you have questions about assessment requirements, submit your questions via the Student Assessment Help Desk. For questions about assessment scoring and reporting, contact the Performance Reporting Division at (512) 463-9704 or performance.reporting@tea.texas.gov.

  • September 25, 2020

    When will the 2020 College, Career, and Military Readiness (CCMR) data table and final student listing be published?

    Districts have until October 1st to submit corrections via the CCMR Verifier. Performance Reporting staff anticipates completing the review process in mid-October and publishing final reports in late October or early November.  

  • September 18, 2020

    When will we receive additional information about the new accelerated testers requirement?

    Performance Reporting is working with our psychometricians and the Research and Analysis Division to develop a policy for the inclusion of SAT/ACT results for accelerated testers for 2021 accountability. More information will be provided when available.

  • September 11, 2020

    Some of our students will take the new version of the Texas Success Initiative assessment (TSIA 2.0) this year. How will these results be included in future College, Career, and Military Readiness (CCMR) calculations?

    Results across both versions will be accepted. For students who took the original version (TSIA 1.0), the criteria that was adopted at that time will be used for college readiness determinations. For students who take the new version (TSIA 2.0), we will use the newly adopted criteria.

  • September 4, 2020

    I have an Apple/Mac device and cannot load the CCMR Tracker or Verifier. How can I view these applications?

    When using an Apple/Mac device, users must use Safari to view the CCMR Tracker and CCMR Verifier. While Google Chrome works for Windows users, it will not for Apple/Mac users.

  • August 28, 2020

    Some of our students met CCMR criteria during the 201920 school year. Why aren’t they appearing as such in the CCMR Tracker?

    The CCMR Tracker contains data through the 2018–19 school year. For additional information about data sources, please see the Explanation of Methodology and Sources document.

  • August 21, 2020

    One of our campuses was Comprehensive Reidentified last year and is now Comprehensive Progress, one was Targeted Support and Improvement and is no longer identified, and another was Additional Targeted Support and is no longer identified. How did this happen?

    A campus may have its 2020–21 label updated from Comprehensive Reidentified to Comprehensive Progress based on revised exit criteria. As adopted in Chapter 10 of the 2020 Accountability Manual, campuses that do not rank in the bottom five percent of the Closing the Gaps domain for two consecutive years and have increased a letter grade (for example, from F to or from D to C) on the Closing the Gaps domain by the end of the second year are considered as having successfully exited comprehensive support and improvement status. Any campus identified as comprehensive in 2018 that was no longer in the bottom five percent, but still received an F rating in Closing the Gaps for 2019, is considered as having met the exit criteria for one year and is labeled as Comprehensive Progress for 2020–21.

    The methodology used to identify campuses for Targeted Support and Improvement or Additional Targeted Support has been updated to exclude the all students group. Any campus that was identified as Targeted Support and Improvement or Additional Targeted Support in 2019 solely on the performance of its all students group is removed from the 2020–21 school improvement lists. Also, Additional Targeted Support identification is solely based on 2019 accountability outcomes; 2018 is not considered due to the change in methodology. Due to this change, all campuses currently identified as Additional Targeted Support are Year 1 campuses.

  • August 14, 2020

    How are Accountability Technical Advisory Committee (ATAC) and Accountability Policy Advisory Committee (APAC) members selected?

    ATAC members are nominated by education service center executive directors and APAC members are nominated by the commissioner of education. More information about each committee’s recent work can be found on the 2021 Accountability Development Materials webpage.

  • August 7, 2020

    My middle school has students enrolled in Algebra I. When they take the Algebra I EOC assessment instead of the STAAR mathematics test, which campus is held accountable for these scores? The middle school or the high school?

    The middle school should be identified in the header of the assessment answer documents because the students are enrolled on that campus. The EOC result will be attributed to the middle school based on this identification. Then the accountability subset rule will be applied—if the student was reported as enrolled at the middle school on the TSDS PEIMS fall snapshot, the middle school will be held accountable. If a high school is identified in the header of the assessment answer document, the accountability subset rule will not be met. Neither the high school nor the middle school will be held accountable as the student was not enrolled at the high school for the previous TSDS PEIMS fall snapshot.

  • July 31, 2020

    Our campus has hired a new principal for the upcoming school year; however, TXschools.gov lists our previous principal in the profile section of our campus. When will this be updated? 

    The contact information listed on a district or campus profile page on TXschools.gov will be updated in August based on the information provided through the online Texas Education Directory, AskTED. To ensure the information shown in AskTED is accurate, please contact your district’s AskTED administrator.

    If you do not know who your district’s AskTED administrator is, you can find them using the AskTED website. Choose "Search by District," select the “Personnel” radio button to the right of “Information Type,” check “Include Other District Roles,” and select “TED ADMINISTRATOR.”

  • July 10, 2020

    There are new course sequence codes available in TSDS PEIMS for dual credit course reporting. Can you explain the use of each and how the hours should be reported for the new codes?

    The new course sequence codes were added to specifically address dual credit courses. The length of the course in the description below refers to the length of the college course, not the high school course. Generally, college credit hours should only be reported when a student completes and passes a one-semester course or the last semester of a multi-semester course. The table below details each code and whether hours should be reported.

    Course Sequence Code Description Should hours be reported?
    D0 Single Semester Dual Credit Course—The student completed one semester of a one-semester college course. Yes. The student completed the course.
    D1 First Half of a Two Semester Dual Credit Course—The student completed one semester of a two-semester college course. No. The total hours earned should be reported once both semesters have been completed.
    D2 Second Half of a Two Semester Dual Credit Course—The student completed both semesters of a two-semester college course. Yes. The student completed all semesters of the course.
    D3 First Third of a Three Semester Dual Credit Course—The student completed one semester of a three-semester college course. No. The total hours earned should be reported once all three semesters have been completed.
    D4 Second Third of a Three Semester Dual Credit Course—The student completed two semesters of a three-semester college course. No. The total hours earned should be reported once all three semesters have been completed.
    D5 Last Third of a Three Semester Dual Credit Course—The student completed all three semesters of a three-semester college course. Yes. The student completed all semesters of the course.
    D6 First Fourth of a Four Semester Dual Credit Course—The student completed one semester of a four-semester college course. No. The total hours earned should be reported once all four semesters have been completed.
    D7 Second Fourth of a Four Semester Dual Credit Course—The student completed two semesters of a four-semester college course. No. The total hours earned should be reported once all four semesters have been completed.
    D8 Third Fourth of a Four Semester Dual Credit Course—The student completed three semesters of a four-semester college course. No. The total hours earned should be reported once all four semesters have been completed.
    D9 Last Fourth of a Four Semester Dual Credit Course—The student completed all four semesters of a four-semester college course. Yes. The student completed all semesters of the course.

    Example 1: If a student takes English 1301–Composition I as a one-semester course and earns three credit hours upon completion in December, this course would be coded as D0, and three credit hours would be reported. The student then takes English 1302–Composition II as a one-semester course and earns three additional credit hours in May. This course would also be coded as D0, and three credit hours would be reported.

    Example 2: If a student takes English 1301–Composition I as a two-semester course, the first semester would be coded as D1, and zero credit hours would be reported. The second semester would be coded as D2, and three credit hours would be reported.