Accountability FAQ

  • November 19, 2021

    Where can I find the A–F Estimator?

    The A–F Estimator is now available on the 2022 Accountability Development webpage. This tool provides a way to calculate and estimate the performance of a district or campus in each domain and overall. The tool currently prepopulates domain and component values with 2019 results. You can enter new component values to estimate the corresponding domain and overall results. The accuracy and validity of the estimation is based solely on the data input by the user.

    Please note, as required by Senate Bill 1365, campuses and districts will receive a Not Rated label instead of D or ratings in 2022.  

  • November 12, 2021

    Are there any public hearing or reporting requirements for the Texas Performance Reporting System (TPRS)?

    No, similar to the Texas Academic Performance Report (TAPR) HTML System, there are no reporting or public hearing requirements for the TPRS—only for the PDF TAPR. Updated TAPR Guidelines will be provided with the PDF TAPR.

    Where can I find TPRS item definitions?

    Users can view each tab’s corresponding glossary by clicking the question mark icon in the top right of the screen.

    TEA

  • October 22, 2021

    Do we need to wait for the release of the final TAPR in January to fulfill our reporting requirements?

    Only those districts that request the Senate Bill 1365 optional alternative evaluation for their eligible campuses must wait until the final TAPR is released to fulfill reporting requirements. The preliminary and final TAPR will be identical with one exception—the Not Rated: Declared State of Disaster rating will be replaced with an Acceptable rating for campuses that meet eligibility requirements, opt into the alternative evaluation, and meet the criteria for an Acceptable rating. The TAPR Guidelines help districts fulfill their legal responsibilities regarding the required annual report and will be released with the TAPR.

    Where can I find resources related to the College, Career, and Military Readiness component?

    The Performance Reporting Resources webpage has a tab dedicated to College, Career, and Military Readiness (CCMR) resources. Visit this tab under the Frequently Asked Questions Documents section to learn more about CCMR data sources and how CCMR in accountability and the CCMR Outcomes Bonus differ. You may also view related webinar recordings under the Webinar Recordings section.

  • October 8, 2021

    When will the 2022 College, Career, and Military Readiness (CCMR) Tracker be released?

    The 2022 CCMR Tracker will be updated next spring with students who were enrolled in grades 9–12 on the 2021–22 PEIMS snapshot (October 29, 2021). Performance Reporting will follow a similar timeline as this year and update the tracker in two stages.

    1. March 2022: CCMR outcomes reported for TSDS PEIMS, TSIA results, and OnRamps course completion through the 2020–21 school year
    2. Summer 2022: CCMR outcomes for SAT, ACT, AP, IB, and level I/II certificates through the 2020–21 school year
  • October 1, 2021

    How is a campus’ economically disadvantaged rate determined for accountability? Now that all students can eat free, do free and reduced lunch forms still need to be collected? Does economically disadvantaged status need to be reported?

    Economically disadvantaged PEIMS codes 01, 02, and 99 are used for accountability. (See Appendix H page 111). Districts are still required to collect household socioeconomic information and annually report in PEIMS the economically disadvantaged status for each child. This requirement is wholly independent of the U.S. Department of Agriculture requirements for providing meals. This TAA reemphasizes the importance of reporting this data. Economically disadvantaged data are used widely throughout the agency as well as for reporting to the U.S. Department of Education.

  • September 24, 2021

    I did not submit a request for the optional alternative evaluation before the system was temporarily closed. If my campus was eligible for an Acceptable rating based on the proposed criteria, is there a chance it will not be eligible based on the final, adopted criteria?

    Performance Reporting does not anticipate a reduction in the number of eligible campuses under the 2021 alternative evaluation final rules. Any updates to eligibility criteria will be shared in this weekly bulletin and in the final rule published on November 3.  

  • September 17, 2021

    How are graduation plans included in the accountability system?

    Graduation plans may be used in the accountability system in the following ways, depending on campus type.

    1. Graduation plan type is used in two ways for a special education graduate to meet College, Career, and Military Readiness (Chapter 2 of the 2021 manual).

    Graduate Under an Advanced Degree Plan and be Identified as a Current Special Education Student. A graduate who is identified as receiving special education services during the year of graduation and whose graduation plan type is identified as a Recommended High School Plan (RHSP), Distinguished Achievement Plan (DAP), Foundation High School Plan with an Endorsement (FHSP-E), or Foundation High School Plan with a Distinguished Level of Achievement (FHSP-DLA).

    Graduate with Completed Individualized Education Program (IEP) and Workforce Readiness. A graduate receiving a graduation type code of 04, 05, 54, or 55, which indicates the student has completed his/her IEP and has either demonstrated self-employment with self-help skills to maintain employment or has demonstrated mastery of specific employability and self-help skills that do not require public school services.

    2. Graduation plan type is used to award bonus points to alternative education accountability (AEA) campuses (Chapter 5 of the 2020 manual).

    AEA charter schools and campuses registered for evaluation under AEA provisions can earn bonus points toward the overall scaled score. A maximum of ten AEA bonus point may be added to the overall scaled score for AEA charter schools or campuses.

    3. Graduation plan type is used in the Postsecondary Readiness distinction designation (Chapter 6 of the 2020 manual).

    Postsecondary Readiness Indicators for Campuses:

    • Percentage of STAAR Results at Meets Grade Level or Above Standard (All Subjects)
    • Percentage of Grade 3–8 Results at Meets Grade Level or Above in Both Reading and Mathematics
    • Four-Year Longitudinal Graduation Rate
    • Four-Year Longitudinal Graduation Plan Rate
    • TSI Criteria Graduates
    • College, Career, and Military Ready Graduates
    • SAT/ACT Participation
    • AP/IB Examination Participation: Any Subject
  • September 10, 2021

    How is a campus’ economically disadvantaged rate determined for accountability? Now that all students can eat free, do free and reduced lunch forms still need to be collected? Does economically disadvantaged status need to be reported?

    Economically disadvantaged PEIMS codes 01, 02, and 99 are used for accountability. (See Appendix H page 111). Districts are still required to collect household socioeconomic information and annually report in PEIMS the economically disadvantaged status for each child. This requirement is wholly independent of the U.S. Department of Agriculture requirements for providing meals. This TAA reemphasizes the importance of reporting this data. Economically disadvantaged data are used widely throughout the agency as well as for reporting to the U.S. Department of Education.

  • August 13, 2021

    When will 2021 accountability ratings be released?

    All districts and campuses will be Not Rated: Declared State of Disaster for 2021. Raw, unscaled accountability data will be available on TXschools.gov and the 2021 accountability webpage in late August. To learn more about 2021 reporting, click here.

  • July 30, 2021

    The 2021 optional alternative evaluation requires a 95 percent participation rate for eligibility. Will this rate only include reading and mathematics assessments?

    No. The participation rate used to determine eligibility for the 2021 alternative evaluation will include all subject areas.

    Prior to 2021, participation rates were only calculated for reading and mathematics and displayed on the Closing the Gaps domain data table. This year, we will also include participation rates for each subject area on the STAAR Performance data tables (Student Achievement domain).  

  • July 23, 2021

    Where can I find 2021 STAAR results?

    The Analytic Portal on TexasAssessment.gov, contains 2021 STAAR results at the state, region, district, and campus levels. Keep in mind that the Analytic Portal contains raw assessment data that has not been filtered for accountability purposes. The results in the portal are NOT comparable to accountability data tables or the Texas Academic Performance Report (TAPR) which have accountability exclusions and methodologies applied.

    Additionally, the STAAR Aggregate Data webpage will be updated at the end of July with 2021 results for those seeking to download larger data sets.

    Please direct questions about 2021 STAAR results to Performance Reporting at (512) 463-9704 or performance.reporting@tea.texas.gov.

  • July 16, 2021

    Where can I find 2021 STAAR results?

    The Analytic Portal on TexasAssessment.gov, contains 2021 STAAR results at the state, region, district, and campus levels. Keep in mind that the Analytic Portal contains raw assessment data that has not been filtered for accountability purposes. The results in the portal are NOT comparable to accountability data tables or the Texas Academic Performance Report (TAPR) which have accountability exclusions and methodologies applied.

    Please direct questions about 2021 STAAR results to Performance Reporting at (512) 463-9704 or performance.reporting@tea.texas.gov.

     

  • July 9, 2021

    When will we know how Senate Bill (SB) 1365 will impact 2021 campus ratings?

    At this time, final decisions have not yet been made on how the Student Achievement and School Progress: Relative Performance domains will be evaluated for eligible campuses that opt in for the 2021 alternative evaluation. As established in the bill, only those campuses that meet a 95 percent participation rate for the all students group for all subjects combined in the 2020–21 school year and to which the most recent overall performance rating assigned, other than a rating of Not Rated, is a D or F are eligible for the alternative evaluation. More information on the alternative evaluation methodology and any action needed from districts will be provided in late summer.

  • May 28, 2021

    When will STAAR results be posted in the Family Portal?

    STAAR results will be available in the Family Portal on the following dates:

    April STAAR Grades 4 & 7 Writing

    April STAAR EOCs (English I and English II)

    April STAAR Alternate 2 grades 3-8 & EOCs (Algebra I, Biology, US History)

    May STAAR EOCs (Algebra I, Biology, US History)

    May STAAR Grades 3-8

    May STAAR Grades 5 & 8 Math and Reading

    6/28/21

    6/15/21

    6/1/21

    6/15/21

    6/28/21

    6/21/21

    Please direct additional questions about assessment results to assessment.reporting@tea.texas.gov.

  • May 21, 2021

    Why aren’t all 14 student groups evaluated in Closing the Gaps included in the .dat assessment data files?

    The testing vendor does not have the necessary TSDS PEIMS data to make continuously enrolled, non-continuously enrolled, and former special education student group determinations. These determinations are made by TEA during the processing of accountability data. The accountability student listings released in TEAL Accountability provide data on all student groups evaluated in the accountability system.

  • 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.