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Public and Private Schools by Austin

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Public and Private Schools by Austin 2019-2020 SCHOOL BROCHURE P UBL IC S CHOOLS, PRIVA T E S CHOOLS A N D HIGHER EDUCA TION www.austintitle.com of title insurance business. Austin Title makes no express or implied warranty with respect to the information c ontained herein and accepts no liability for the consequences of an y actions taken on the basis of said information. R e g i o n 1 3 School District Boundaries Lometa Troy Lampasas San Saba Copperas Rosebud-Lott Cove Kill een Temple Academy Rogers Cherokee Salado Holland Cameron FLORENCE BURNET CONS. 994 Bartlett 3,277 JARRELL 1,010 M GRANGER Mason LLANO LIBERTY 410 THORNDALE 1,836 HILL GEORGETOWN 566 Rockdale 2,752 10,397 THRALL 631 LEANDER HUTTO ROUND 5,669 TAYLOR MARBLE FALLS 33,309 ROCK 3,119 4,065 45,034 LAGO Junction COUPLAND DOSS CONS. VISTA PFLUGERVILLE 106 21 1,329 23,070 LEXINGTON 931 MANOR ELGIN LAKE 7,723 4,107 TRAVIS JOHNSON CITY 7,412 HARPER FREDERICKSBURG 712 MCDADE 563 EANES 192 2,934 7,803 DRIPPING GIDDIN DEL VALLE SPRINGS AUSTIN 1,931 4,589 86,528 11,199 ngramI BASTROP 9,109 Di v ide BLANCO 966 WIMBERLEY HAYS CONS. 15,932 COMFORT 2,017 SMITHVILLE Kerrville Hunt 1,094 1,724 LA GRA LOCKHART 1,868 4,782 SAN MARCOS CONS COMAL 7,513 Boerne 17,817 FLATONIA Medina 593 288 NEW SCHULEN BRAUNFELS PRAIRIE LEA 711 8,010 NAVARRO 226 LULING 1,604 1,423 WAELDER Bandera 288 SCHERTZ Moulton CIBOLO U NIVERSAL North East CITY SEGUIN Northsi de (Bexar) 13,060 MARION 1,376 7,440 GONZALES 2,751 Sh neri San Anton io Medi na ll Va ey t East Central La Vernia Swee Lack andl Home Southwest NIXON-SMILEY Stockdale CONS. Yoakum E 1,045 Natalia Southside Somerset Lytle Westhoff F oresvlille Cuero Poteet Yorktown Poth Falls Meyersville City Karnes Cit y Nordheim Runge Kenedy Overview of the 2019 State Accountability System Student Achievement School Progress Closing the Gaps All Students All Students All Students and Disaggregated STAAR Part A: Academic Student Groups Growth • Combined over all subject areas evaluated (reading, mathematics, writing, science, and Student performance disaggregated by social studies) Credit awarded the following: • Credit awarded for Approaches Grade Level or above, Meets Grade Level or above, and for students • All students Masters Grade Level on who improve • Race/ethnicity STAAR* (with and without accommodations) in grades 3–8 (including Spanish performance • Economically disadvantaged status versions where applicable); year over year as • Current special education EOC assessments (with and without accommodations); and measured by STAAR • Former special education College, Career,STAAR Alternate and Military 2 atl LeveReadinessII Satisfactory and Level III Accomplished standards. progress measures • Current and monitored English and performance learners levels on STAAR • Continuously enrolled Percentage of annual graduates that accomplish any one of the following: reading and Components• Non-continuously enrolled • Meet TSI criteria in ELA/reading and mathematics on assessments or college prep courses Partmathematics. B: Relative • Meet AP/IB criteria Performance • Earn dual-course credits • Academic Achievement • Enlist in the U.S. Armed Forces • Federal Graduation or Growth • Earn an approved industry -based certi�ication Credit awarded Status • Earn anate’s associ degree while in high school based on • English Language�iciency Pr o • Graduate with completed IEP and workforce readiness performance relative Domain• School Score Quality or Student Success • Earn a Level I or Lev teel II certi�ica to similar districts or • Complete an OnRamps dual-enrollment course Domaincampuses. Score • Graduate under an advanced degr ee plan and be identi�ied as a current special education Credit is awarded based on weighted student performance of student groups against • Complete CTE coherent sequence coursework and earn credit aligned with approved The School Progress annual targets. Graduationindustry re-basedRate certi�ications (one-halfdit) point c domain score is the better of Part A: The Closing the Gaps domain score Academic Growth is based on the four components DomainFour-year Scoreive-year,, � or six-year graduation rate (or annual dropout rate if no graduation rate) or Partlative B: Re weighted according to district or Performance. campus type. For elementary and middle schools, the Student Achievement domain score is based solely on the STAAR component. For districts and high schools, the three components are weighted 40%-40%-20%,Student Achievementrespectively. School Progress 70% 30% DistinctionBetter of eitherdesignations or ofdomain overall = rating of overall rating Student AchievementSchool Progress 70% DA, B, C 30% are awarded to campuses in ELA/reading, mathematics, science, social studies, Academic Growth, and Closing the Gaps. Distinction designationsBetter are of awardedeither to campuses and districts in or Postsecondary Readiness. domain Districts = and campuses of overall must ratingbe2019 rated Accountability , overallor to Manual. be eligible of overall for distinctions. rating *STAAR results fryearom EL in students U.S. schools in their are excluded�irst from accountability calculations. STAAR results from EL students in their second year in U.S. schools are included via the EL performance measure. STAAR Alternate 2 results are included without regard to number yearsof in U.S. schools. For more information, see the Highlights of the 2019 Accountability System Ratings In 2018, the state academic accountability system underwent an overhaul under House Bill (HB) 22 (85th Texas Legislature, Regular Session, 2017). HB 22 established three domains of indicators to evaluate the academic performance of distrA, B,ic ts,C, Dopen-enroF llment charter schools, and campuses: Student Achievement, School Progress, and Closing the Gaps. HB 22 requires the commissioner to assign districts and campuses a rating of , or for overall performance, as well as for performance in each domain. Overview of the 2019 Accountability System StudentThe overall Achi designevement of the accountability system evaluates performance according to three domains: evaluates performance across all subjects for all students, on both general and alternate assessments, College, Career, and Military Readiness (CCMR) indicators, and Schgraduationool Progress rates. measures district and campus outcomes in two areas: the number of students that grew at least one year academically (or are on track) as measured by STAAR results and the achievement of all students relative to districts or campuses with similar economically disClosingadvantaged the Gaps percentages. uses disaggregated data to demonstrate differentials among racial/ethnic groups, socioeconomic backgrounds and other factors. The indicators included in this domain, as well as the domain’s construction, align the state accountability system with the federal Every Student Succeeds Act (ESSA). The State of Texas More than �ive million students were enrolled in Texas public schools in the 2018–19 school year, and they took nearly nine million STAAR assessments in reading, mathematics, writing, science, and social studies. Of all assessments taken, 78 percent met the Approaches Grade Level standard or above, 50 percent met the Meets Grade Level standard or above, and 24 percent met the Masters Grade Level standard. Of the 335,500 2018 annual graduates evaluated in accountability, 65 percent met the criteria for one or more College, Career, and Military Readiness indicators. Statewide, the 2018 4-year graduation rate for all students was 90.0 percent. A B Distric ts (including Open-EnrCollment Charter Schools) D Of the 1,201 districts F in Texas, 301 (25.1%) earned an overall rating, 677 (56.4%) earned a overall rating, 154 (12.8%) earned a overall rating, 43 (3.6%) earned a overall rating, and 14 (1.2%) earned an overall rating. A District Accountability Rating Count Percentage B 301 25.1% C 677 56.4% D 154 12.8% F 43 3.6% Not Rated 14 1.2% 12 1.0% Totals 1,201 100% Texas Education Agency | Governance & Accountability | Performance Reporting 1 of 3 Highlights of the 2019 Accountability System Ratings A CampusesB (including Open-Enrollment Charter Schools) D Of the 8,838 campuses in Texas, 1,75F 0 (19.8%) earned an overall rating, 3,276 (37.1%) campuses earNotned Rated a overall rating, 2,171 (24.6%) earned a overall rating, 703 (8.0%) earned a overall rating and 402 (4.5%) earned an overall rating. The remaining 536 (6.1%) campuses were labeled . A Campus Accountability Rating Count Percentage B 1,750 19.8% C 3,276 37.1% D 2,171 24.6% F 703 8.0% Not Rated 402 4.5% 536 6.1% Totals 8,838 100% A Open-EnrollmentB Charters C D Of the 179 open-enrollment charter schoolsF in Texas, 44 (24.6%) earned an overall rating, 55 (30.7%) earned a overaNot Rall rating,ted 40 (22.3%) earned a overall rating, 22 (12.3%) earned a overall rating, and eight (4.5%) earned an overall rating. 10 (5.6%) open-enrollment charter schools were labeled . A B C D Of the 747 open-enrollment charter campusesF in Texas, 166 (22.2%) earned an overall rating, 225 (30.1%) earnedNot a Rated overall rating, 157 (21.0%) earned a overall rating, 76 (10.2%) earned a overall rating, and 39 (5.2%) earned an overall rating. The remaining 84 (11.2%) charter schools were labeled . Alternative EducationA Campuses (AECs) B C Of the 379 AECs evaluated under theD alternative education accountability (AEA)F provisions, 72 (19.0%) earned an overall rating, 71 (18.7%) earned a overall rating, 49 (Not12.9 R%)ated, ear ned a overall rating, 56 (14.8%) ear ned a overall rating, and 15 (4.0%) earned an overall rating. The remaining 116 (30.6%) alternative education campuses (AECs) were labeled seven of which are AECs of choice, 18 are dropout recovery schools, and 91 are residential treatment facilities (RTFs). A B C D Of the 379 AECs, 155(40.9%) are charter scF hools.
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