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TEA Releases 2017 Accountability Ratings
TEA News Releases Online Aug. 15, 2017 TEA releases 2017 accountability ratings AUSTIN – The Texas Education Agency (TEA) today released the 2017 state accountability ratings for more than 1,200 school districts and charters, as well as more than 8,700 campuses statewide. The ratings reveal that approximately 95 percent of school districts and charters across Texas have achieved the rating of Met Standard. In addition, the number of individual campuses achieving a rating of Met Standard or Met Alternative Standard increased again this year, while the number of campuses receiving a rating of Improvement Required continued to decline. Districts, campuses, and charters receive one of three ratings under the accountability system: Met Standard, Met Alternative Standard, or Improvement Required. School district ratings (including charter operators) by category in 2017 are as follows: DISTRICT LEVEL 2017 RATING DISTRICT CHARTER TOTAL PERCENT Met Standard/Alternative 993 153 1,146 95.3% Met Standard 993 126 1,119 93.0% Met Alternative Standard N/A 27 27 2.2% Improvement Required 28 16 44 3.7% Not Rated 2 11 13 1.1% TOTAL 1,023 180 1,203 100.0% The 2017 ratings are based on a system that uses a performance index framework that includes four areas: Index 1 – Student Achievement (which provides a snapshot of performance across all subjects); Index 2 – Student Progress (which measures year-to-year student progress by student group); Index 3 – Closing Performance Gaps (which emphasizes the academic achievement of economically disadvantaged students and the lowest performing racial/ethnic student groups); and Index 4 – Postsecondary Readiness (which emphasizes the importance of earning a high school diploma that provides students with the foundation necessary for success in college, the workforce, job training programs or the military). -
2019-2020 Educators of the Year Nominees
2019-2020 Educators of the Year Nominees Teachers of the Year Elementary Schools Alcott Elementary School Jairo Bernal Almeda Elementary School Andrew HoulikRitchey Anderson Elementary School Keiyana Wilson Arabic Immersion Raeda Alnabulsi Ashford Elementary School Brandy Brothers Askew Elementary School Megan McClellan Atherton Elementary School Jazmyn Dobbins Barrick Elementary School Nicole Marker Bastian Elementary School Jose Solano Bell Elementary School Raquel Del Val Coca Bellfort Early Childhood Center Detricia Coleman Benavidez Elementary School Camilo Munoz Benbrook Elementary School Edgardo Jimenez Berry Elementary School Kristina Ponce Blackshear Elementary School Erica Lopez Bonham Elementary School Jessica Villafuerte Bonner Elementary School Jennifer Hernandez Braeburn Elementary School Michelle George Briargrove Elementary School Jena Devito Briarmeadow Ronith EpelbonHochman Briscoe Elementary School Ana Aguinaco Browning Elementary School Gerardo Chapa Bruce Elementary School Shawn Flores Burbank Elementary School Amanda Ries Burnet Elementary School Andrew Rodriguez Burrus Elementary School Martha White Bush Elementary School Rebecca Busse Carrillo Elementary School Cheryle Boyd-Julien Codwell Elementary School Latasha Lewis Condit Elementary School Kristen Fjeldal Coop Elementary School Sonya Crawford Cornelius Elementary School Dedra Eaton Crespo Elementary School Gerald Murray Crockett Elementary School Miriam Garcia Cunningham Elementary School Annalisa Robles Daily Elementary School Cynthia Mancha Davila Elementary -
Strand III High School.Xlsx
High School Strand III Dropout Rate Campus Listing Dropout Dropout Campus Met Percentage Percentage Standard - Class Improvement School 2010 2011 of 2011 Decrease Quintile Carnegie Vanguard High School 0.0 0.0 Yes Challenge High School 2.7 2.4 Yes Davis High School 3.4 2.4 Yes DeBakey HSHP 0.0 0.0 Yes Eastwood Academy High School 0.0 0.0 Yes HCC Life Skills 0.0 0.0 Yes HS for Law Enforcement & Criminal Justice (HSLECJ) 0.0 0.8 Yes HS for the Performing and Visual Arts (HSPVA) 0.7 0.0 Yes Jordan High School 1.4 1.0 Yes Lamar High School 3.6 3.0 Yes Liberty High School 35.8 20.8 No 15.0 1 Lee High School 24.1 16.2 No 7.9 1 Reagan High School 10.3 5.0 No 5.3 1 Madison High School 15.4 10.5 No 4.9 1 Jones High School 25.5 21.0 No 4.5 1 Worthing High School 19.9 15.9 No 4.0 2 Furr High School 7.1 3.6 No 3.5 2 Sharpstown High School 16.9 14.2 No 2.7 2 Milby High School 12.7 10.4 No 2.3 2 Waltrip High School 10.5 8.5 No 2.0 2 Yates High School 20.3 18.3 No 2.0 2 Bellaire High School 6.0 5.2 No 0.8 3 Washington High School 13.2 12.6 No 0.6 3 Sterling High School 10.0 9.6 No 0.4 3 Austin High School 8.6 8.8 No -0.2 3 Chavez High School 12.1 12.6 No -0.5 4 Westside High School 5.1 5.6 No -0.5 4 Scarborough High School 7.2 8.2 No -1.0 4 REACH Charter High School 42.5 45.1 No -2.6 4 Westbury High School 12.9 16.2 No -3.3 4 Contemporary Learning Center High School 26.5 30.2 No -3.7 5 Kashmere High School 10.2 14.6 No -4.4 5 Community Services (EE-12) 69.4 75.0 No -5.6 5 Wheatley High School 12.8 19.0 No -6.2 5 Harper Alternative School 46.7 58.3 No -
S215g120194 0194
S215G120194 0194 Introduction: The Houston Independent School District (HISD) is the largest public school system in Texas and the seventh-largest in the nation, covering 301 square miles within the Houston area. With 279 schools, HISD serves a highly ethnically-, culturally-, linguistically-, and economically-diverse population of 203,066 students. The district’s students, regardless of sub-population, are less likely to graduate from high school or graduate on time. (a) Significance – (i) The extent to which the proposed project is likely to build local capacity to provide, improve, or expand services that address the needs of the target population For the proposed project, Literacy Includes Technology (Project LIT), HISD has identified three high-need, high poverty schools that serve high-need students, where the education gap — as exemplified by low graduation and high dropout rates, low socio-economic status, and high poverty — had a demonstrated need to be closed, as shown in Table 1. Table 1. Selected Demographics for High-Need Schools, HISD, & Texas (2011-2012) Enrolled Ethnicity (%) ED ELL At-Risk SpEd Area (#) AA H A/O W (%) (%) (%) (%) Kashmere Gardens 416 90 8 1 1 96 5 58 6 Key MS 485 67 31 1 1 90 9 72 31 Kashmere HS 582 85 13 1 1 71 3 78 29 HISD 203,066 25 62 5 8 80 30 62 8 Texas 4,912,385 13 50 6 31 59 17 46 9 Source: Texas Education Agency, AEIS Report, & HISD, 2010-2011 School Profiles. AA - African American, H - Hispanic, A/O - Asian/Other, W - White, ED – Economically Disadvantaged, ELL – English Language Learners, SpEd – Special Education PR/Award # S215G120194 1 Page e18 S215G120194 0194 Kashmere High School (Tier 1) and Key Middle School (Tier 2) have both been identified as “Persistently Lowest-Achieving Schools” by the US Department of Education and the Texas Education Agency. -
EVALUATION REPORT B U R E a U O F P R O G R a M E VALUATION Volume 1, Volumvolume 9, Issue 2, October 2015
EVALUATION REPORT B U R E A U O F P R O G R A M E VALUATION Volume 1, VolumVolume 9, Issue 2, October 2015 Reflective Learning in the Assistant Principal Leadership Program in Preparation for School Improvement, 2014–2015 By Venita Holmes, Dr.P.H. This study explored the extent that the Houston Independent School District’s (HISD) assistant principal leadership training program (AP1/AP2) facilitated reflective learning of the 2014–2015 cohorts. In addition, the evaluation examined the academic achievement of students in schools of AP1/AP2 cohort participants. Leadership training applied the ISLLC framework that focused on creating a shared vision within the community, a culture of student learning, efficient management, and ethics to prepare participants for roles as principals. A total of 79 HISD leaders were identified as AP1 cohort participants and 66 leaders were AP2 cohort participants. Eleven training sessions were provided to strengthen their practice as leaders, increase their instructional knowledge, skills, and strategies; and inform their future feedback with teachers in 24 skill areas. In general, all ISLLC standards were reflected by AP1/AP2 survey respondents in at least one of the training sessions, with data for monitoring and improvement, district curriculum implementation, and mentoring staff/modeling as the three most prevalent skill areas considered as benefits in their reflective learning. Gaps were noted in participants’ reflections of benefits in skill areas related to clean and safe schools, effective presentation skills, team leading and building, and technology. This may be related to these areas being emphasized in principal leadership training rather than AP1/AP2 training. -
No. 2016-469-1 10/4-10/5, 2016 Page 1 City Council
No. 2016-469-1 10/4-10/5, 2016 Page 1 City Council Chamber, City Hall, Tuesday October 4, 2016 The Houston City Council convened at 1:30 p.m., Tuesday, October 4, 2016; Mayor Pro Tem Ellen Cohen presiding, with Council Members Brenda Stardig, Jerry Davis, Dwight Boykins, Steve Le, Greg Travis, Karla Cisneros, Mike Laster, Robert Gallegos, Larry Green, Mike Knox, Michael Kubosh, Amanda Edwards and Jack Christie D.C.; Harlan Heilman, Division Chief, Claims & Subrogation Division and Ms. Marta Crinejo, Agenda Director and Stella Ortega Agenda Office present. Mayor Sylvester Turner, Council Members Dave Martin absent on personal business and Larry Green out of the city on city business. At 1:38 p.m. Mayor Pro Tem Cohen called the meeting of City Council to order and stated that Council would start with presentations. Council Members Davis, Boykins, Le, Travis, Laster, Knox, Robinson and Edwards absent. Council Member Gallegos invited Principal Bertie Simmons and the students that were present from Furr High School and stated that this proclamation was for the Houston Independent School, Furr High School was built in 1961 and was named after Emmett L. Furr and for many years the school experience many highs and many lows, retention and suspensions rates as well as heavy gang rivals and in 2001 the school encountered a positive change with the direction with a new Principal, Dr. Bertie Simmons and under her leadership, the school experience tremendous growth in the past 16 years, with courses being more relevant to a technology savvy generation including hands on project in most subjects and the school had also made great environmental strides and in 2007 the strongest change happened when students visited Washington D.C. -
COVID-19 Houston Resource Pack
COVID-19 Houston Resource Pack Created by the Community Design Resource Center at the University of Houston Updated March 24th 2020 A Brief Introduction We understand that many people in the greater Houston Area have recently had their lives upturned due to the news caused by the spread of the Covid-19 virus. Issues such as food stability, health, income and education which are already a challenge in our city have only grown worse in the last few days. We at the CDRC would like to do our part in helping those in need by compiling a list of resources for anyone who might be facing issues in the coming days and weeks, and we ask that whether or not you might need this help, that you share it anyone who you know might need it. We plan to continually update it with any additional resources we find and you can always find the most recently updated version at our website. cdrchouston.org Stay Home - Work Safe order issued for Houston, Harris County **Please read the following information carefully, the City of Houston is constantly changing and adapting the strategies and methods to slow the spread of the coronavirus, this will be updated once new informa- tion is available** A Stay Home - Work Safe Order has been issued for Houston and Harris County residents to help fight the spread of COVID-19. The order will go into effect at 11:59 p.m March 24th and will last until April 3. It applies throughout Harris County, including unincorporated areas and all cities within the county. -
SS Houston 10B.Pub
SMART STEPS Volume 3, Issue 1, July 2018 Mistaken Identity? Can Demographics Explain the Houston 10 Lori L. Taylor and Travis Hearn Texas Smart Schools Initiative Table: 2018 TSS Academic Progress Index for 10 Houston Independent School District (ISD) has Houston ISD Campuses 10 notoriously troubled schools (see table). Those schools have been on the Texas Educa- TSS Academic tion Agency’s (TEA’s) list of schools requiring improvement for four consecutive years. A fifth Progress Index year on the list for any of the 10 schools would trigger serious consequences for the district.1 Kashmere High School 0 But is this a case of mistaken identity? The 10- Wheatley High School 1 persistently failing campuses serve a persistent- ly challenged student body. It’s possible that Worthing High School 0 they have been unfairly singled out due to fac- Henry Middle School 3 tors outside of school or district control. Texas Smart Schools (TSS) uses data from the Woodson School 2 state’s accountability system to measure each Blackshear Elementary School 32 school’s contribution to student academic growth. But instead of focusing on levels of per- Dogan Elementary School 6 formance—as TEA did when assigning these Highland Heights Elementary 17 schools the state’s lowest accountability rating— TSS focuses on changes in performance from Mading Elementary School 27 one year to the next. The individual progress of Wesley Elementary School 7 each student is adjusted for the influence of key demographics—such as poverty, special educa- fairer measure of the effect school districts and tion status, language proficiency, prior perfor- campuses had on the academic progress of mance, and grade level. -
Report of High School Graduates' Enrollment And
Report of 2012-2013 High School Graduates’ Enrollment and Academic Performance in Texas Public Higher Education in FY 2014 Texas statute requires every school district to include, with their performance report, information received under Texas Education Code §51.403(e). This information, provided to districts from the Texas Higher Education Coordinating Board (THECB), reports on student performance in postsecondary institutions during the first year enrolled after graduation from high school. Student performance is measured by the Grade Point Average (GPA) earned by 2012-2013 high school graduates who attended public four-year and two-year higher education in FY 2014. The data is presented alphabetically for each county, school district and high school. The bookmarks can be used to select the first letter of a county. Then the user can scroll down to the desired county, school district and high school. For each student, the grade points and college-level semester credit hours earned by a student in fall 2013, spring 2014, and summer 2014 are added together and averaged to determine the GPA. These GPAs are accumulated in a range of five categories from < 2.0 to > 3.5. If a GPA could not be calculated for some reason, that student is placed in the “Unknown” column. GPA data is only available for students attending public higher education institutions in Texas. If a high school has fewer than five students attending four-year or two-year public higher education institutions, the number of students is shown but no GPA breakout is given. If a student attended both a four-year and a two-year institution in FY 2014, the student’s GPA is shown in the type of institution where the most semester credit hours were earned. -
Full HISD Graduation Schedule
HOUSTON INDEPENDENT SCHOOL DISTRICT SPRING 2019 GRADUATION SCHEDULE BARNETT FIELDHOUSE - 6800 Fairway, Houston, Texas 77087 East Early College Friday, May 31, 2019 7:00 p.m. Eastwood Academy Saturday, June 1, 2019 1:00 p.m. Worthing High School Saturday, June 1, 2019 4:00 p.m. South Early College Saturday, June 1, 2019 7:00 p.m. Law & Justice High School Sunday, June 2, 2019 10:00 a.m. Carnegie Vanguard Sunday, June 2, 2019 1:00 p.m. N. Houston Early Sunday, June 2, 2019 4:00 p.m. BUTLER FIELDHOUSE - 13755 S. Main, Houston, Texas 77037 Jones Academy Friday, May 31, 2019 4:00 p.m. Sharpstown International HS Saturday, June 1, 2019 10:00 a.m. Long Academy Saturday, June 1, 2019 1:00 p.m. Challenge Early College Saturday, June 1, 2019 4:00 p.m. HAIS Saturday, June 1, 2019 7:00 p.m. DELMAR FIELDHOUSE - 2020 Mangum Road, Houston, Texas 77092 Westbury High School Friday, May 31, 2019 7:00 p.m. Sterling High School Saturday, June 1, 2019 10:00 a.m. Northside High School Saturday, June 1, 2019 1:00 p.m. Scarborough High School Saturday, June 1, 2019 4:00 p.m. Waltrip High School Saturday, June 1, 2019 7:00 p.m. Sharpstown High School Sunday, June 2, 2019 10:00 a.m. Wisdom High School Sunday, June 2, 2019 1:00 p.m. Furr High School Sunday, June 2, 2019 4:00 p.m. Texas Connections Sunday, June 2, 2019 7:00 p.m. NRG ARENA - 1 NRG Park, Houston, Texas 77054 Heights High School Friday, May 31, 2019 7:00 p.m. -
Futures Academy 2014–2015
MEMORANDUM September 21, 2015 TO: Board Members FROM: Terry B. Grier, Ed.D. Superintendent of Schools SUBJECT: FUTURES ACADEMY 2014–2015 CONTACT: Carla Stevens, 713-556-6700 The Futures Academy Program was established in 2012 to create opportunities for students to graduate from high school having earned an associate’s degree or a Level 1 nationally- recognized certification in a high-demand career field. The Futures Academy program gives students the opportunity to fulfill high school graduation requirements while simultaneously earning industry certifications, college credits, and an Associate of Applied Science degree by August following their senior year. A sample of students from the Futures Academy 2014–2015 program had significantly higher academic outcomes compared to the average district academic outcomes. Key findings include: The Futures Academy recruitment plan and efforts resulted in a 33 percent increase in enrollment, from 365 students in the 2013–2014 school year to 487 students in the 2014–2015 school year. A higher percentage of Futures Academy students met the College Board readiness standard compared to the district, 28 percent versus 21 percent, respectively. A total of 99 percent of the graduating class qualified for associate degrees or industry certificates in 2014–2015 (52 associate degrees, 29 industry certificates). High-risk students in Futures Academy (defined in this report as economically disadvantaged, at-risk, and non-gifted/talented) had significantly higher PSAT/NMSQT scores and grade point averages than non-Futures Academy high-risk students in HISD. Should you have any further questions, please contact Carla Stevens in Research and Accountability at 713-556-6700. -
HISD Magnet Space Available List Updated As of 5/18/2021 Campus
HISD Magnet Space Available List Updated as of 5/18/2021 Campus Name Category Program Grade Level Level Space Available Arabic Immersion Magnet School Magnet / Vanguard Schools Arabic Immersion Magnet/ Dual Language K-5 Arabic Immersion Magnet School Magnet / Vanguard Schools Arabic Immersion Magnet/ Dual Language K-5 K ES No Available Space Arabic Immersion Magnet School Magnet / Vanguard Schools Arabic Immersion Magnet/ Dual Language K-5 1 ES Limited Availability Arabic Immersion Magnet School Magnet / Vanguard Schools *pass a language proficiency test 2 ES Limited Availability Arabic Immersion Magnet School Magnet / Vanguard Schools *pass a language proficiency test 3 ES Limited Availability Arabic Immersion Magnet School Magnet / Vanguard Schools *pass a language proficiency test 4 ES Limited Availability Arabic Immersion Magnet School Magnet / Vanguard Schools *pass a language proficiency test 5 ES Limited Availability Arabic Immersion Magnet School Magnet / Vanguard Schools *pass a language proficiency test 6 ES Limited Availability Askew Elementary Magnet / Vanguard Schools Askew Elementary/ Vanguard (Gifted and Talented) K-5 Askew Elementary Magnet / Vanguard Schools *GT Indentification Required K ES Limited Availability Askew Elementary Magnet / Vanguard Schools *GT Indentification Required 1 ES Space Available Askew Elementary Magnet / Vanguard Schools *GT Indentification Required 2 ES Space Available Askew Elementary Magnet / Vanguard Schools *GT Indentification Required 3 ES Limited Availability Askew Elementary Magnet / Vanguard