Texas Education Agency
2014-15 Federal Report Card for Texas Public Schools
Campus Name: BUSH EL
Campus ID: 165901127
District Name: MIDLAND 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 2014-15 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 Phase-in 1 Level II or Above
   Grade 3
      Reading 2015 74% 64% 49% * 45% 61% * * - * * 35% * 57% 44% -
  2014 75% 65% 66% * 62% 81% * * - - * 57% * 74% 58% -
 
      Mathematics 2015 74% 61% 42% * 39% 52% * * - * * 38% * 37% 46% -
  2014 69% 53% 56% * 49% 59% * * - - * 43% * 68% 44% -
 
   Grade 4
      Reading 2015 71% 60% 57% * 56% 67% * * - - * 63% * 63% 51% -
  2014 73% 60% 65% * 61% 65% * - - * * 61% * 67% 63% -
 
      Mathematics 2015 71% 57% 39% * 38% 33% * * - - * 43% * 37% 41% -
  2014 70% 51% 40% * 41% 40% * - - * * 32% * 48% 30% -
 
      Writing 2015 67% 56% 46% * 50% 46% * * - - * 49% * 54% 39% -
  2014 72% 58% 52% * 51% 50% * - - * * 49% * 62% 39% -
 
   Grade 5
      Reading 2015 83% 74% 83% * 84% 89% * * - * * 75% * 86% 81% -
  2014 86% 80% 79% * 83% 83% * * - * * 81% * 82% 78% -
 
      Mathematics 2015 75% 61% 75% * 77% 67% * * - * * 71% * 79% 72% -
  2014 87% 78% 93% * 94% 91% * * - * * 87% * 89% 95% -
 
      Science 2015 69% 56% 65% * 69% 61% * * - * * 61% * 71% 59% -
  2014 73% 64% 75% * 81% 75% * * - * * 71% * 68% 80% -
 
   Grade 6
      Reading 2015 73% 71% 69% * 66% 71% * - - * * 71% * 80% 60% -
  2014 77% 74% 72% * 67% 81% - - - * * 69% * 73% 71% -
 
      Mathematics 2015 72% 67% 69% * 62% 81% * - - * * 63% * 71% 67% -
  2014 78% 73% 68% * 56% 85% - - - * * 56% * 70% 67% -
 
   All Grades
      All Subjects 2015 73% 63% 60% 49% 60% 62% 44% 75% - 90% 42% 56% 50% 64% 56% -
  2014 75% 65% 66% 66% 63% 72% 64% * - 81% 68% 59% 50% 69% 64% -
 
      Reading 2015 74% 66% 65% 53% 64% 71% * * - * 45% 60% 50% 72% 59% -
  2014 75% 67% 71% 65% 68% 78% * * - 83% 87% 66% 54% 73% 68% -
 
      Mathematics 2015 73% 61% 56% 53% 55% 57% * * - * * 53% 44% 56% 57% -
  2014 76% 65% 64% 71% 59% 71% * * - 83% 60% 53% 46% 66% 62% -
 
      Writing 2015 68% 56% 46% * 50% 46% * * - - * 49% * 54% 39% -
  2014 71% 57% 52% * 51% 50% * - - * * 49% * 62% 39% -
 
      Science 2015 75% 62% 65% * 69% 61% * * - * * 61% * 71% 59% -
  2014 77% 69% 75% * 81% 75% * * - * * 71% * 68% 80% -
 
STAAR Percent at Final Level II or Above
   All Grades
      All Subjects 2015 38% 28% 20% 15% 20% 23% 6% 38% - 40% 12% 13% 10% 21% 20% -
  2014 39% 29% 24% 15% 21% 29% 27% * - 44% 39% 17% 19% 23% 25% -
 
      Reading 2015 40% 31% 23% 16% 21% 28% * * - * 18% 13% 6% 23% 22% -
  2014 42% 32% 26% 18% 22% 35% * * - 50% 47% 20% 15% 29% 24% -
 
      Mathematics 2015 36% 25% 22% 21% 21% 23% * * - * * 15% 19% 20% 24% -
  2014 37% 25% 23% 12% 19% 26% * * - 67% 27% 14% 23% 19% 26% -
 
      Writing 2015 31% 20% 6% * 6% 8% * * - - * 6% * 12% 0% -
  2014 34% 22% 15% * 15% 20% * - - * * 8% * 21% 6% -
 
      Science 2015 40% 29% 20% * 23% 17% * * - * * 16% * 31% 11% -
  2014 40% 31% 29% * 33% 25% * * - * * 29% * 14% 39% -
 
STAAR Percent at Level III Advanced
   All Grades
      All Subjects 2015 14% 9% 7% 6% 7% 7% 0% 13% - 20% 0% 3% 3% 8% 6% -
  2014 14% 9% 8% 7% 6% 10% 9% * - 19% 8% 5% 3% 6% 10% -
 
      Reading 2015 15% 10% 8% 5% 8% 8% * * - * 0% 3% 6% 10% 6% -
  2014 14% 9% 9% 6% 7% 13% * * - 17% 7% 5% 0% 9% 9% -
 
      Mathematics 2015 14% 9% 8% 11% 8% 7% * * - * * 6% 0% 8% 8% -
  2014 15% 9% 8% 6% 7% 9% * * - 33% 7% 6% 8% 4% 11% -
 
      Writing 2015 8% 4% 0% * 0% 0% * * - - * 0% * 0% 0% -
  2014 6% 4% 4% * 4% 5% * - - * * 0% * 5% 3% -
 
      Science 2015 14% 8% 5% * 5% 6% * * - * * 0% * 5% 4% -
  2014 13% 9% 7% * 3% 8% * * - * * 6% * 0% 12% -
 

STAAR Participation (All Grades)
      All Tests 2015 99% 99% 100% 100% 100% 100% 100% 89% - 100% 100% 100% 98% 100% 100% -
  2014 99% 98% 100% 100% 100% 100% 100% 100% - 100% 100% 100% 97% 100% 99% -
 
      Reading 2015 99% 99% 100% 100% 100% 100% 100% 75% - 100% 100% 99% 94% 99% 100% -
  2014 99% 98% 100% 100% 100% 99% * * - 100% 100% 100% 100% 100% 99% -
 
      Mathematics 2015 99% 99% 100% 100% 100% 100% 100% 100% - 100% 100% 100% 100% 100% 100% -
  2014 99% 99% 100% 100% 99% 100% * * - 100% 100% 99% 93% 100% 99% -
 
      Writing 2015 99% 99% 100% 100% 100% 100% 100% 100% - - 100% 100% 100% 100% 100% -
  2014 99% 100% 100% * 100% 100% * - - * * 100% 100% 100% 100% -
 
      Science 2015 99% 99% 100% 100% 100% 100% 100% 100% - 100% 100% 100% 100% 100% 100% -
  2014 99% 98% 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 2015 98% 98% 100% - 100% * * - - - 100% 100% - * 100% -
      % STAAR/EOC With No Accommodations 2015 17% 16% 18% - 14% * * - - - 18% 17% - * 22% -
      % STAAR/EOC With Accommodations 2015 71% 68% 73% - 71% * * - - - 73% 67% - * 67% -
      % STAAR Alternate2 2015 10% 14% 9% - 14% * * - - - 9% 17% - * 11% -
   % of Non-Participants 2015 2% 2% 0% - 0% * * - - - 0% 0% - * 0% -
 
Mathematics Tests
   % of Participants 2015 99% 98% 100% - 100% * * - - - 100% 100% - * 100% -
      % STAAR/EOC With No Accommodations 2015 13% 13% 18% - 14% * * - - - 18% 17% - * 22% -
      % STAAR/EOC With Accommodations 2015 74% 69% 73% - 71% * * - - - 73% 67% - * 67% -
      % STAAR Alternate2 2015 11% 15% 9% - 14% * * - - - 9% 17% - * 11% -
   % of Non-Participants 2015 1% 2% 0% - 0% * * - - - 0% 0% - * 0% -
 
 
 
'?'   Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range.
'*'   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.

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

This section provides the STAAR performance results for each subject area tested in the 2014-15 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 +
Performance Status ‡
Target 83% 83% 83% 83%         83% 83% 83%  
Reading N   N N n/a n/a n/a n/a N     n/a
Mathematics N   N N n/a n/a n/a n/a N     n/a
 
Participation Status ‡
Target 95% 95% 95% 95%         95% 95%   95%
Reading Y   Y Y n/a n/a n/a n/a Y   n/a  
Mathematics Y   Y Y n/a n/a n/a n/a Y   n/a  
 
Federal Graduation Status (Target: See Reason Codes)
Graduation Target Met         n/a n/a n/a n/a     n/a  
Reason Code ***         n/a n/a n/a n/a     n/a  
 
District: Met Federal Limits on Alternative Assessments
Reading                        
Alternate 1%                        
Number Proficient                        
Total Federal Cap Limit                        
Mathematics                        
Alternate 1%                        
Number Proficient                        
Total Federal Cap Limit                        
 
 
'‡'   Results for grade 3-8 mathematics, STAAR A and STAAR Alternate 2 are included in 2015 Federal System Safeguards.
'+'   Participation uses ELL (Current) rate, Graduation uses ELL (Ever HS) rate
'***' Federal Graduation Rate Reason Codes:
      a = Graduation Rate Goal of 90%
      b = Four-year Graduation Rate Target of 83%
      c = Safe Harbor Target of a 10% decrease in difference from the prior year rate and the goal
      d = Five-year Graduation Rate Target of 88%
Blank cells above represent student group indicators that do not meet the minimum size criteria.
'n/a' Indicates data are not applicable to this report.

  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 Phase-in Satisfactory Standard 205 10 128 58 * * - * 80 5 12 n/a
Total Tests 302 19 192 79 * * - * 126 11 17 12
% at Phase-in Satisfactory Standard 68% 53% 67% 73% * * - * 63% 45% 71% n/a
Mathematics
# at Phase-in Satisfactory Standard 175 10 108 46 * * - * 68 * 10 n/a
Total Tests 300 19 191 78 * * - * 125 * 17 12
% at Phase-in Satisfactory Standard 58% 53% 57% 59% * * - * 54% * 59% n/a
Writing
# at Phase-in Satisfactory Standard 35 * 23 10 * * - - 15 * * n/a
Total Tests 76 * 47 21 * * - - 32 * * *
% at Phase-in Satisfactory Standard 46% * 49% 48% * * - - 47% * * n/a
Science
# at Phase-in Satisfactory Standard 54 * 40 10 * * - * 17 * * n/a
Total Tests 80 * 57 16 * * - * 27 * * *
% at Phase-in Satisfactory Standard 68% * 70% 63% * * - * 63% * * n/a
Social Studies
# at Phase-in Satisfactory Standard - - - - - - - - - - - n/a
Total Tests - - - - - - - - - - - -
% at Phase-in Satisfactory Standard - - - - - - - - - - - n/a
 
Participation Rates ‡
 
                         
Reading: 2014-2015 Assessments
Number Participating 333 19 213 87 7 * - * 145 11 n/a 16
Total Students 334 19 213 87 7 * - * 146 11 n/a 17
Participation Rate 100% 100% 100% 100% 100% * - * 99% 100% n/a 94%
Mathematics: 2014-2015 Assessments
Number Participating 331 19 212 86 7 * - * 144 11 n/a 16
Total Students 331 19 212 86 7 * - * 144 11 n/a 16
Participation Rate 100% 100% 100% 100% 100% * - * 100% 100% n/a 100%
 
 
'‡'    Results for grade 3-8 mathematics, STAAR A and STAAR Alternate 2 are included in 2015 Federal System Safeguards.
'*'    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 data are not applicable to this report.

  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 2014
Number Graduated - - - - - - - - - - - n/a
Total in Class - - - - - - - - - - - -
Graduation Rate - - - - - - - - - - - n/a
4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2013
Number Graduated - - - - - - - - - - - n/a
Total in Class - - - - - - - - - - - -
Graduation Rate - - - - - - - - - - - n/a
5-year Extended Graduation Rate (Gr 9-12): Class of 2013
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 data are not applicable to this report.
 

Source: 2015 Accountability Federal System Safeguards Report
 
 
 
Part III: Priority and Focus Schools

Priority schools are the lowest 5% of Title I served campuses based on performance in reading, mathematics and graduation rates. Priority schools include Tier I or Tier II TTIPS schools, campuses with graduation rates less than 60%, and lowest achieving campuses based on All Students reading/math performance.Focus schools are 10% of Title I served campuses, not already identified as priority schools, that have the widest gaps between student group performance and safeguard targets. Campuses are ranked based on the largest gaps between student group reading/math performance and the annual measurable objectives (AMO) target of 75%.


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 math 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: Percent 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 percent 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% 0.2% 0.9%
Bachelors 35.3 80.5% 79.0% 75.1%
Masters 8.5 19.5% 20.6% 23.4%
Doctorate 0.0 0.0% 0.3% 0.6%
 
 

Part IV B and C: Teachers with Emergency/Provisional Credentials, Highly Qualified (HQ) Teachers Low Poverty/ High Poverty Summary Reports
The percentage of all public elementary and secondary school teachers teaching with emergency or provisional credentials, and the percentage of classes in the state not taught by highly qualified teachers 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.

 

Core Academic Subject Areas

  General
Education
Special
Education
Total
 
 
Total Number of Teachers   33 0 33
Total Number of Classes   44 0 44
Number of Classes Taught by Highly Qualified Teachers Number 44 0 44
Percent 100.00% . 100.00%
Number of Classes Taught by Not Highly Qualified Teachers Number 0 0 0
Percent 0.00% . 0.00%
 
 

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

  ------------ Number of Teachers ------------
  Elem
(PK-6)
secondary
(7-12)
Emergency (for certified personnel) 0 0
Emergency (for uncertified personnel) 0 0
Non-renewable 0 0
Temporary Classroom Assignment 0 0
District Teaching 0 0
Temporary 0 0
 
 

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

  ------------ Number of Teachers ------------
  General Education Special Education
Highly Qualified 3 1
Not Highly Qualified 0 0
 
 

Source: TEA Division of Federal and State Education Policy
 
 
 
Part V: Graduates Enrolled in Texas Institution of Higher Education (IHE)

This section provides the percentage of students who enroll and begin instruction at an institution of higher education in the school year (fall or spring semester) following high school graduation. The rate reflects the percent of total graduates during the 2011-12 school year who attended a public or independent college or university in Texas in the 2012-13 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