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Campus Federal Report Valley View North

 

Texas Education Agency

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2016-17 Federal Report Card for Texas Public Schools

Campus Name: VALLEY VIEW NORTH EL

Campus ID: 108916103

District Name: VALLEY VIEW ISD

 

Part I: Student Achievement by Proficiency Level


This section provides the State of Texas Assessments of Academic Readiness (STAAR) performance results for each subject area and grade level tested in the 2016-17 school year. These results include all students tested, whether or not they were in the accountability subset.

 

 

State

District

Campus

African
American

Hispanic

White

American
Indian

Asian

Pacific
Islander

Two or
More
Races

Special
Ed

Econ
Disadv

ELL

Female

Male

Migrant

 
STAAR Percent at or Above Approaches Grade Level (2017) or Level II Satisfactory Standard (2016)
 

   Grade 3

      Reading

2017

72%

92%

83%

-

83%

-

-

-

-

-

*

82%

84%

81%

85%

*

 

2016

72%

89%

84%

-

84%

-

-

-

-

-

*

83%

83%

82%

86%

*

 

      Mathematics

2017

76%

95%

90%

-

90%

-

-

-

-

-

*

89%

91%

90%

90%

*

 

2016

74%

91%

91%

-

91%

-

-

-

-

-

*

90%

90%

85%

98%

*

 

   Grade 4

      Reading

2017

69%

92%

93%

-

93%

-

-

-

-

-

100%

93%

92%

93%

94%

*

 

2016

74%

90%

86%

-

86%

*

-

-

-

-

*

85%

87%

90%

82%

*

 

      Mathematics

2017

74%

95%

99%

-

99%

-

-

-

-

-

100%

99%

99%

98%

100%

*

 

2016

72%

89%

85%

-

84%

*

-

-

-

-

*

86%

84%

88%

82%

*

 

      Writing

2017

64%

94%

93%

-

93%

-

-

-

-

-

*

93%

93%

98%

89%

*

 

2016

68%

92%

90%

-

90%

*

-

-

-

-

*

92%

88%

95%

85%

*

 

   All Grades

      All Subjects

2017

74%

82%

92%

-

92%

-

-

-

-

-

77%

91%

91%

92%

92%

88%

 

2016

74%

81%

87%

-

87%

*

-

-

-

-

58%

87%

87%

88%

86%

81%

 

      Reading

2017

71%

75%

88%

-

88%

-

-

-

-

-

75%

87%

87%

87%

89%

*

 

2016

72%

74%

85%

-

85%

*

-

-

-

-

*

84%

85%

86%

84%

75%

 

      Mathematics

2017

78%

89%

94%

-

94%

-

-

-

-

-

88%

94%

95%

94%

95%

*

 

2016

75%

87%

88%

-

88%

*

-

-

-

-

75%

88%

87%

86%

89%

88%

 

      Writing

2017

66%

88%

93%

-

93%

-

-

-

-

-

*

93%

93%

98%

89%

*

 

2016

68%

87%

90%

-

90%

*

-

-

-

-

*

92%

88%

95%

85%

*

 

 
STAAR Percent at Meets Grade Level (2017) or Final Level II Standard (2016)
 

   All Grades

      All Subjects

2017

44%

52%

62%

-

62%

-

-

-

-

-

41%

62%

61%

66%

58%

75%

 

2016

42%

48%

54%

-

55%

*

-

-

-

-

37%

56%

53%

56%

52%

62%

 

      Reading

2017

43%

45%

52%

-

52%

-

-

-

-

-

38%

53%

50%

60%

45%

*

 

2016

42%

44%

54%

-

55%

*

-

-

-

-

*

57%

54%

60%

49%

63%

 

      Mathematics

2017

45%

59%

65%

-

65%

-

-

-

-

-

63%

65%

63%

65%

64%

*

 

2016

40%

52%

46%

-

47%

*

-

-

-

-

50%

46%

46%

41%

51%

63%

 

      Writing

2017

36%

56%

76%

-

76%

-

-

-

-

-

*

76%

77%

81%

72%

*

 

2016

39%

58%

69%

-

70%

*

-

-

-

-

*

72%

67%

77%

62%

*

 

 
STAAR Percent at Masters Grade Level (2017) or Level III Advanced (2016)
 

   All Grades

      All Subjects

2017

19%

22%

43%

-

43%

-

-

-

-

-

23%

43%

43%

50%

36%

63%

 

2016

17%

16%

24%

-

24%

*

-

-

-

-

5%

24%

23%

26%

22%

29%

 

      Reading

2017

18%

18%

32%

-

32%

-

-

-

-

-

13%

32%

32%

42%

24%

*

 

2016

16%

15%

25%

-

26%

*

-

-

-

-

*

26%

22%

32%

20%

38%

 

      Mathematics

2017

21%

29%

50%

-

50%

-

-

-

-

-

38%

50%

50%

54%

47%

*

 

2016

17%

19%

19%

-

19%

*

-

-

-

-

13%

18%

20%

16%

22%

25%

 

      Writing

2017

11%

22%

48%

-

48%

-

-

-

-

-

*

48%

52%

60%

37%

*

 

2016

14%

23%

30%

-

30%

*

-

-

-

-

*

32%

30%

35%

26%

*

 

 

STAAR Participation (All Grades)
 

      All Tests

2017

99%

100%

100%

-

100%

-

-

-

-

-

100%

100%

100%

100%

100%

100%

 

2016

99%

99%

100%

-

100%

*

-

-

-

-

100%

100%

100%

100%

100%

100%

 

      Reading

2017

99%

100%

100%

-

100%

-

-

-

-

-

100%

100%

100%

100%

100%

*

 

2016

99%

99%

100%

-

100%

*

-

-

-

-

100%

100%

100%

100%

100%

100%

 

      Mathematics

2017

100%

100%

100%

-

100%

-

-

-

-

-

100%

100%

100%

100%

100%

*

 

2016

100%

100%

100%

-

100%

*

-

-

-

-

100%

100%

100%

100%

100%

100%

 

      Writing

2017

100%

100%

100%

-

100%

-

-

-

-

-

100%

100%

100%

100%

100%

*

 

2016

99%

100%

100%

-

100%

*

-

-

-

-

*

100%

100%

100%

100%

100%

 

 

STAAR Participation Results by Assessment Type for Students Served in Special Education Settings (All Grades)

 
Reading Tests

   % of Participants

2017

98%

96%

100%

-

100%

-

-

-

-

-

100%

100%

100%

*

100%

-

      % STAAR/EOC With No Accommodations

2017

13%

3%

0%

-

0%

-

-

-

-

-

0%

0%

0%

*

0%

-

      % STAAR/EOC With Accommodations

2017

73%

80%

88%

-

88%

-

-

-

-

-

88%

86%

100%

*

83%

-

      % STAAR Alternate 2

2017

12%

13%

13%

-

13%

-

-

-

-

-

13%

14%

0%

*

17%

-

   % of Non-Participants

2017

2%

4%

0%

-

0%

-

-

-

-

-

0%

0%

0%

*

0%

-

 
Mathematics Tests

   % of Participants

2017

99%

100%

100%

-

100%

-

-

-

-

-

100%

100%

100%

*

100%

-

      % STAAR/EOC With No Accommodations

2017

12%

2%

0%

-

0%

-

-

-

-

-

0%

0%

0%

*

0%

-

      % STAAR/EOC With Accommodations

2017

74%

81%

88%

-

88%

-

-

-

-

-

88%

86%

100%

*

83%

-

      % STAAR Alternate 2

2017

13%

16%

13%

-

13%

-

-

-

-

-

13%

14%

0%

*

17%

-

   % of Non-Participants

2017

1%

0%

0%

-

0%

-

-

-

-

-

0%

0%

0%

*

0%

-

 
 
 
'*'   Indicates results are masked due to small numbers to protect student confidentiality.
'-'   Indicates zero observations reported for this group.
'n/a' Indicates data reporting is not applicable for this group.
'?'   Indicates that the data for this item were statistically improbable or were reported outside a reasonable range.

 

 

Part II: Student Achievement and State Academic Annual Measurable Objectives (AMOs)


This section provides the STAAR performance results for each subject area tested in the 2016-17 school year. These results only include tested students who were in the accountability subset. This section also includes four-year and five-year graduation rates and participation rates on STAAR for reading and mathematics.

 

 

All
Students

African
American

Hispanic

White

American
Indian

Asian

Pacific
Islander

Two or More
Races

Econ
Disadv

Special
Ed

ELL (Current & Monitored)

ELL +

Total
Met

Total
Eligible

Percent of
Eligible
Measures Met


Performance Status - State

State Target

60%

60%

60%

60%

60%

60%

60%

60%

60%

60%

60%

 

 

 

 

Reading

Y

 

Y

 

 

 

 

 

Y

 

Y

n/a

4

4

100

Mathematics

Y

 

Y

 

 

 

 

 

Y

 

Y

n/a

4

4

100

Writing

Y

 

Y

 

 

 

 

 

Y

 

Y

n/a

4

4

100

Science

 

 

 

 

 

 

 

 

 

 

 

n/a

0

0

 

Social Studies

 

 

 

 

 

 

 

 

 

 

 

n/a

0

0

 

Total

 

 

 

 

 

 

 

 

 

 

 

 

12

12

100

 

Performance Status - Federal

Federal Target

91%

91%

91%

91%

 

 

 

 

91%

91%

91%

 

 

 

 

Reading

N

 

N

 

n/a

n/a

n/a

n/a

N

 

N

n/a

 

 

 

Mathematics

Y

 

Y

 

n/a

n/a

n/a

n/a

Y

 

Y

n/a

 

 

 

 

Participation Status

Target

95%

95%

95%

95%

95%

95%

95%

95%

95%

95%

 

95%

 

 

 

Reading

Y

 

Y

 

 

 

 

 

Y

 

n/a

Y

4

4

100

Mathematics

Y

 

Y

 

 

 

 

 

Y

 

n/a

Y

4

4

100

Total

 

 

 

 

 

 

 

 

 

 

 

 

8

8

100

 

Federal Graduation Status (Target: See Reason Codes)

Graduation Target Met

 

 

 

 

 

 

 

 

 

 

n/a

 

0

0

 

Reason Code ***

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Total

 

 

 

 

 

 

 

 

 

 

 

 

0

0

 

 

District: Met Federal Limits on Alternative Assessments

Reading

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Alternate 1%

n/a

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Number Proficient

n/a

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Total Federal Cap Limit

n/a

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mathematics

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Alternate 1%

n/a

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Number Proficient

n/a

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Total Federal Cap Limit

n/a

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Total

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Overall Total

 

 

 

 

 

 

 

 

 

 

 

 

20

20

100

 

+   Participation uses ELL (Current), Graduation uses ELL (Ever HS)
*** Federal Graduation Rate Reason Codes:
                a = Graduation Rate Goal of 90%                                   c = Safe Harbor Target of a 10% decrease in difference from the prior year rate and the Goal
                b = Four-year Graduation Rate Target of 88.5%          d = Five-year Graduation Rate Target of 91%
Blank cells above represent student group indicators that do not meet the minimum size criteria.
n/a Indicates the student group is not applicable to System Safeguards.

 

 

All
Students

African
American

Hispanic

White

American
Indian

Asian

Pacific
Islander

Two or More
Races

Econ
Disadv

Special
Ed

ELL
(Current &
Monitored)

ELL 
(Current)


Performance Rates

Reading

# at Approaches Grade Level Standard

151

-

151

-

-

-

-

-

139

6

132

n/a

Total Tests

170

-

170

-

-

-

-

-

158

8

149

145

% at Approaches Grade Level Standard

89%

-

89%

-

-

-

-

-

88%

75%

89%

n/a

Mathematics

# at Approaches Grade Level Standard

162

-

162

-

-

-

-

-

150

7

143

n/a

Total Tests

170

-

170

-

-

-

-

-

158

8

149

145

% at Approaches Grade Level Standard

95%

-

95%

-

-

-

-

-

95%

88%

96%

n/a

Writing

# at Approaches Grade Level Standard

78

-

78

-

-

-

-

-

74

*

68

n/a

Total Tests

84

-

84

-

-

-

-

-

80

*

73

69

% at Approaches Grade Level Standard

93%

-

93%

-

-

-

-

-

93%

*

93%

n/a

Science

# at Approaches Grade Level Standard

-

-

-

-

-

-

-

-

-

-

-

n/a

Total Tests

-

-

-

-

-

-

-

-

-

-

-

-

% at Approaches Grade Level Standard

-

-

-

-

-

-

-

-

-

-

-

n/a

Social Studies

# at Approaches Grade Level Standard

-

-

-

-

-

-

-

-

-

-

-

n/a

Total Tests

-

-

-

-

-

-

-

-

-

-

-

-

% at Approaches Grade Level Standard

-

-

-

-

-

-

-

-

-

-

-

n/a

 

Participation Rates

Reading: 2016-2017 Assessments

Number Participating

180

-

180

-

-

-

-

-

168

8

n/a

152

Total Students

180

-

180

-

-

-

-

-

168

8

n/a

152

Participation Rate

100%

-

100%

-

-

-

-

-

100%

100%

n/a

100%

Mathematics: 2016-2017 Assessments

Number Participating

179

-

179

-

-

-

-

-

167

8

n/a

151

Total Students

179

-

179

-

-

-

-

-

167

8

n/a

151

Participation Rate

100%

-

100%

-

-

-

-

-

100%

100%

n/a

100%

 

 
 
*     Indicates results are masked due to small numbers to protect student confidentiality.
**   When only one racial/ethnic group is masked, then the second smallest  racial/ethnic group is masked (regardless of size).
-     Indicates there are no students in the group.
n/a Indicates the student group is not applicable to System Safeguards.

 

 

All
Students

African
American

Hispanic

White

American
Indian

Asian

Pacific
Islander

Two or More
Races

Econ
Disadv

Special
Ed

ELL
(Ever HS)

ELL 
(Current)


Federal Graduation Rates

4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2016

Number Graduated

-

-

-

-

-

-

-

-

-

-

-

n/a

Total in Class

-

-

-

-

-

-

-

-

-

-

-

-

Graduation Rate

-

-

-

-

-

-

-

-

-

-

-

n/a

4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2015

Number Graduated

-

-

-

-

-

-

-

-

-

-

-

n/a

Total in Class

-

-

-

-

-

-

-

-

-

-

-

-

Graduation Rate

-

-

-

-

-

-

-

-

-

-

-

n/a

5-year Extended Graduation Rate (Gr 9-12): Class of 2015

Number Graduated

-

-

-

-

-

-

-

-

-

-

-

n/a

Total in Class

-

-

-

-

-

-

-

-

-

-

-

-

Graduation Rate

-

-

-

-

-

-

-

-

-

-

-

n/a

 

District: Met Federal Limits on Alternative Assessments

Reading

Number Proficient

n/a

 

 

 

 

 

 

 

 

 

 

 

Total Federal Cap Limit

n/a

 

 

 

 

 

 

 

 

 

 

 

Mathematics

Number Proficient

n/a

 

 

 

 

 

 

 

 

 

 

 

Total Federal Cap Limit

n/a

 

 

 

 

 

 

 

 

 

 

 

 

 
 
*     Indicates results are masked due to small numbers to protect student confidentiality.
**   When only one racial/ethnic group is masked, then the second smallest  racial/ethnic group is masked (regardless of size).
-     Indicates there are no students in the group.
n/a Indicates the student group is not applicable to System Safeguards.

 

Source: 2017 Accountability System Safeguards Report

 

 

Part III: Priority and Focus Schools


Priority schools are 5% of Title I served campuses based on performance in reading and mathematics and graduation rates. Priority schools include TTIPS schools, campuses with graduation rates less than 60%, and lowest achieving campuses based on Improvement Required status and reading/mathematics performance in the selected student groups. Focus schools are 10% of Title I served campuses, not already identified as priority schools, that have the next lowest achieving campuses based on Improvement Required status and reading/mathematics performance in the selected student groups.

 

Priority School Identification: No 
Focus School Identification: No

Priority School Reason: N/A 
Focus School Reason: N/A

 

 

A high-performance reward school is identified as a Title I school with distinctions based on reading and mathematics performance. In addition, at the high school level, a reward school is a Title I school with the highest graduation rates. A high progress school is identified as a Title I school in the top 25% in annual improvement; and/or a school in the top 25% of those demonstrating ability to close performance gaps based on system safeguards.

 

High Performing School: No 
High Progress School: No

 


Source: TEA Division of School Improvement and Support

 

 

Part IV: Teacher Quality Data


Part IV A: Percentage of Teachers by Highest Degree Held
Professional qualifications of all public elementary and secondary school teachers in the State of Texas. The distribution of degrees attained by teachers are shown as the percentage of total Full-Time Equivalent (FTE) count of teachers with no degree, bachelor’s, master’s, and doctorate degrees.

 

 

----------------- Campus -----------------

 

 

Number

Percent

District 
Percent

State 
Percent

No Degree

0.0

0.0%

0.0%

1.2%

Bachelors

30.0

93.8%

88.5%

74.5%

Masters

2.0

6.2%

11.5%

23.6%

Doctorate

0.0

0.0%

0.0%

0.6%

 
 

 

Part IV B and C: Teachers with Emergency/Provisional Credentials, Low Poverty/ High Poverty Summary Reports
The percentage of all public elementary and secondary school teachers teaching with emergency or provisional credentials, disaggregated by high-poverty compared to low-poverty schools. For this purpose, high-poverty means schools in the top quartile of poverty and low-poverty means the bottom quartile of poverty in the state.

 

 

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

 

Report Not Required

 

Source: TEA Division of Educator Preparation and Program Accountability

 

 

Part V: Graduates Enrolled in Texas Institution of Higher Education (TX IHE)


This section provides the percentage of students who enroll and begin instruction at an institution of higher education in the school year (fall or spring semester) following high school graduation. The rate reflects the percentage of total graduates during the 2013-14 school year who attended a public or independent college or university in Texas in the 2014-15 academic year.

 

Report Not Required

 
 

 

 

Source: Texas Higher Education Coordinating Board

 

 

Part VI: Statewide National Assessment of Educational Progress (NAEP) Results


The most recent NAEP results for Texas are provided showing statewide reading and mathematics performance results and participation rates, disaggregated by student group.

 

State Level: 2015 Percentages at NAEP Achievement Levels

 

Grade

Subject

Student Group

%
Below Basic

%
At or Above
Basic

%
At or Above
Proficient

%
At or Above
Advanced

Grade 4

Reading

Overall

36

64

31

7

 

 

American Indian

n/a

n/a

n/a

n/a

 

 

Asian

13

87

66

30

 

 

Black

49

51

17

2

 

 

Hispanic

44

56

22

3

 

 

White

18

82

50

13

 

 

Students with Disabilities

71

29

11

2

 

 

English Language Learners

59

41

12

2

 

 

National School Lunch Program

46

54

20

3

 

 

Mathematics

Overall

14

86

44

8

 

 

American Indian

n/a

n/a

n/a

n/a

 

 

Asian

3

97

82

36

 

 

Black

24

76

29

2

 

 

Hispanic

16

84

37

4

 

 

White

7

93

60

15

 

 

Students with Disabilities

41

59

18

2

 

 

English Language Learners

23

77

28

2

 

 

National School Lunch Program

19

81

30

2

 

Grade 8

Reading

Overall

28

72

28

2

 

 

American Indian

n/a

n/a

n/a

n/a

 

 

Asian

12

88

55

12

 

 

Black

38

62

19

2

 

 

Hispanic

35

65

19

1

 

 

White

14

86

43

4

 

 

Students with Disabilities

70

30

5

n/a

 

 

English Language Learners

71

29

2

n/a

 

 

National School Lunch Program

36

64

18

1

 

 

Mathematics

Overall

25

75

32

7

 

 

American Indian

n/a

n/a

n/a

n/a

 

 

Asian

5

95

67

25

 

 

Black

43

57

16

2

 

 

Hispanic

31

69

23

4

 

 

White

12

88

48

12

 

 

Students with Disabilities

62

38

8

1

 

 

English Language Learners

60

40

6

n/a

 

 

National School Lunch Program

34

66

20

3

 

 

State Level: 2015 Participation Rates for Students with Disabilities and Limited English Proficient Students

 

Grade

Subject

Student Group

%

Grade 4

Reading

Students with Disabilities

72

 

 

Limited English Proficient

92

 

 

Mathematics

Students with Disabilities

80

 

 

Limited English Proficient

95

 

Grade 8

Reading

Students with Disabilities

81

 

 

Limited English Proficient

95

 

 

Mathematics

Students with Disabilities

81

 

 

Limited English Proficient

90

 

 

 

Source: TEA Division of Student Assessment