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Texas School District Category Defintions
School district categories are defined below.
Summary Categories
| Category | Description(s) |
|---|---|
| EX=Exemplary, RE=Recognized; AA=Academically Acceptable; AU=Academically Unacceptable; US=Academically Unacceptable due to Special Accreditation Investigation; DI=Suspended due to Data Inquiry; CS=Charter | Rating of the district in October; EX=Exemplary, RE=Recognized; AA=Academically Acceptable; AU=Academically Unacceptable; US=Academically Unacceptable due to Special Accreditation Investigation; DI=Suspended due to Data Inquiry; CS=Charter |
| Number of schools | A count of schools in a district that have a unique state-assigned nine-digit identifier and had students enrolled as of October. |
| Number of students | The number of students in membership as of October at any grade. Membership is defined as the count of students enrolled with an average daily attendance status code that is not equal to zero. Students with a status code of zero, meaning enrolled but not |
| Attendance rate (K-12 only) | The total number of days, summed for all students, that students were present in 1998–99 divided by the total number of days students were in membership in. Only students in grades 1–12 are included in the calculations. |
| Dropouts, grades 7-12 percent of total | The total number of students reported as dropouts in grades 7–12 expressed as a percent of the total number of students in attendance at any time during the year in grades 7–12. The TEA deletes from the count any student who was erroneously reported as a |
| Dropouts, all students grades 9-12 percent of total | The number of students who began 9th grade and were identified as dropouts on or before their expected graduation year. This count is expressed as a percent of the final number of students in the cohort after four years. Students who transfer out or trans |
| Number of graduates | The number of students who graduated during the school year, including the summer. This count includes 12th grade graduates, as well as graduates from other grades. Counts of graduates identified as receiving special education services are included in thi |
| Graduates percent of total | The number of students who began 9th grade and graduated before or by the end of their expected graduation year of. This count is expressed as a percent of the final number of students in the cohort after four years. Students who transfer out or transfer |
| Students per total staff | The total number of students divided by the total staff FTE count. |
| Students per teacher | The total number of students divided by the total teacher FTE count. |
Assessment
| Category | Description(s) |
|---|---|
| Category | Definition(s) |
| Percent students passing all TAAS tests | The total number of students who passed all the TAAS tests they attempted expressed as a percentage of the total number of students who took one or more tests. The performance of students tested in grades 3–8 and 10 in reading and mathematics, and grades |
| Percent students passing TAAS reading tests | For all grades, the total number of students who passed TAAS reading, expressed as a percentage of the total number of students tested in reading. The performance of tested special education students and students taking the Spanish TAAS in grades 3–6 are |
| Percent students passing TAAS writing tests | For all grades, the total number of students who passed TAAS writing, expressed as a percentage of the total number of students tested in writing. The performance of tested special education students and students taking the Spanish 4th grade writing test |
| Percent students passing TAAS math tests | For all grades, the number of students who passed TAAS mathematics, expressed as a percentage of the total number of students tested in mathematics. The performance of tested special education students and students taking the Spanish TAAS in grades 3–6 ar |
| Percent African-American students passing TAAS reading tests | For all grades and the subject areas of TAAS reading, writing, and mathematics,the number of African American students who passed all the tests they attempted, expressed as a percentage of the total number of African American students tested on at least o |
| Percent Hispanic students passing TAAS reading tests | For all grades and the subject areas of TAAS reading, writing, and mathematics,the number of Hispanic students who passed all the tests they attempted, expressed as a percentage of the total number of Hispanic students tested on at least one examination. |
| Percent White students passing TAAS reading tests | For all grades and the subject areas of TAAS reading, writing, and mathematics,the number of White students who passed all the tests they attempted, expressed as a percentage of the total number of White students tested on at least one examination. The pe |
| Percent other race students passing TAAS reading tests | For all grades and the subject areas of TAAS reading, writing, and mathematics,the number of Asian/Pacific Islander and Native American students who passed all the tests they attempted, expressed as a percentage of the total number of Asian/Pacific Island |
| Percent students passing TAAS reading tests | For all grades and the subject areas of TAAS reading, writing, and mathematics,the number of economically disadvantaged students who passed all the tests they attempted, expressed as a percentage of the total number of economically disadvantaged students |
| Percent students taking SAT or ACT | The number of graduates who took either the College Board's SAT I or the ACT, Inc. (Enhanced) ACT assessment, expressed as a percent of all graduates. The count of graduates in the denominator does not include special education graduates; however, special |
| Percent students scoring above criterion on SAT or ACT | The number of examinees who, on their most recent test, scored at or above the criterion score (1110 on the SAT I or 24 on the ACT) expressed as a percent of all examinees. |
| Average SAT score | The sum of the mathematics and verbal SAT I scores for all students divided by the number of examinees. Total scores for the SAT I range from 400 to 1600. These results include only the most recent scores received on an SAT I test taken anytime during the |
| Average ACT score | The average of the ACT composite scores (an average of English, mathematics, reading, and science reasoning portions of the ACT), created by summing the composite scores and dividing by the number of ACT examinees. Composite scores for the ACT range from |
District Finances
| Category | Description(s) |
|---|---|
| Taxable property value per pupil | The district's total taxable property value in the previous fiscal year divided by the total number of students in the district in the current school year. This measure is often referred to as “wealth.” In addition to the traditional measure of property v |
| Equalized total tax rate | The sum of the district maintenance and operation (M&O) and debt service (Interest & Sinking fund) effective tax rates. The components of this total rate are calculated by dividing the previous year levy amounts by the CPTD property value for the previous |
| State aid per pupil | The amount of state money distributed to the school district from the Foundation School Fund divided by the district's total count of students in membership. Beginning this year, state aid includes the Instructional Facilities Allotment (IFA) and the Exis |
| Total revenue | The total for all revenue budgeted in the general fund (199, including state food services), the National School Breakfast and Lunch Program (240, 701), and the debt service funds (599). Special Revenue Funds (including shared services arrangements) and t |
| Total revenue per pupil | Total revenue divided by total students. |
| Percent revenue from state sources | Revenue from state sources, such as per capita and foundation program payments, revenue from other state-funded programs and revenue from other state agencies, expressed as a percent of total revenue. State revenue includes Teacher Retirement System benef |
| Percent revenue from local sources | Revenue from local taxes, other local sources, and intermediate sources expressed as a percent of total revenue. |
| Percent revenue from federal sources | Revenue received directly from the federal government, from other state agencies, or distributed by the TEA for career and technology education, for programs for educationally disadvantaged children, for food service programs, and for other federal progra |
| Prior year fund balance | The amount of unreserved, undesignated surplus fund balance that existed at the end of the previous school year. In most districts, this amount is equivalent to the fund balance at the beginning of current year. |
| Current year fund balance share of expenditures | The amount of surplus fund balance expressed as a percent of the total budgeted expenditures (for the general fund) for the current year. |
| Total expenditures | Budgeted outlays of money for all functions and objects, except for expenditures budgeted in fund 600, the Capital Projects Fund. Expenditures that are budgeted in the Special Revenues Funds, including shared services arrangements, are also not included. |
| Instructional expenditures share of total | The percentage of total expenditures budgeted for instruction in the district. Instructional expenditures include all activities dealing directly with the interaction between teachers and students, including instruction aided with computers; and, expendit |
| Central administration expenditures share of total | The percentage of total expenditures budgeted for central administration in the district. Central administrative expenditures include the general administration of the district, instructional leadership, and data processing services. |
| School administrative expenditures share of total | The percentage of total expenditures budgeted for the administration of the schools in the district. These are expenditures for directing and managing a school. |
| Physical plant expenditures share of total | The percentage of total expenditures budgeted for keeping the physical plant and grounds in effective working condition. This includes security and monitoring services designed to keep student and staff surroundings safe. |
| Other operating expenditures share of total | The percentage of total expenditures budgeted for all other operating costs in the district. Other operating expenditures include student support services, student transportation, food services, cocurricular/extracurricular activities, and curriculum and |
| Non-operating expenditures share of total | The percentage of total expenditures budgeted for non-operating costs in the district. Non-operating expenditures include capital outlay not made from the Capital Projects Fund (fund 600); debt service expenditures; and community services expenditures. |
| Total operating expenditures | The sum of all expenditures budgeted for the operation of the district. Operating expenses include payroll, professional and contracted services, and supplies and materials. Operating expenditures are a subset of total expenditures; they do not include de |
| Operating expenditures per pupil | Total operating expenditures divided by total students. |
| Instructional expenditures | The sum of budgeted expenditures for all activities dealing directly with the interaction between teachers and students, including instruction aided with computers; and, expenditures to provide resources for juvenile justice alternative education programs |
| Instructional expenditures per pupil | Budgeted instructional expenditures divided by total students. |
| Regular education expenditures share of total | Expenditures budgeted for the regular education program expressed as a percent of total instructional expenditures. |
| Special education expenditures share of total | Expenditures budgeted for the special education program expressed as a percent of total instructional expenditures. |
| Compensatory education expenditures share of total | Expenditures budgeted for the compensatory education program expressed as a percent of total instructional expenditures. |
| Bilingual-ESL education expenditures share of total | Expenditures budgeted for the bilingual education and ESL programs expressed as a percent of total instructional expenditures. |
| Career and technology education expenditures share of total | Expenditures budgeted for the career and technology education program expressed as a percent of total instructional expenditures. |
| Gifted and talented (GATE) education expenditures share of total | Expenditures budgeted for the gifted and talented education program expressed as a percent of total instructional expenditures. |
Student Demographics
| Category | Description(s) |
|---|---|
| African-American students percent of total | Percentage of students reported as African American |
| Hispanic students percent of total | Percentage of students reported as Hispanic |
| White students percent of total | Percentage of students reported as White |
| Other students percent of total | Percentage of students reported as either Asian/Pacific Islander or Native American |
| Economically disadvantaged students percent of total | Percentage of total students reported as economically disadvantaged. Economically disadvantaged students are those who are reported as eligible for free or reduced-price meals under the National School Lunch and Child Nutrition Program, or other public as |
| Special education students percent of total | Students identified as participating in programs for students with disabilities expressed as a percent of total students. Students are placed in special education by their Admission, Review, and Dismissal (ARD) committee. Students in special education may |
| Bilingual/ESL students percent of total | Students identified as participating in bilingual education or English as a second language (ESL) expressed as a percent of total students. Students in bilingual/ESL education may also be counted in other special programs such as special education or care |
| Career and technology education students percent of total | Students identified as taking career and technology education courses expressed as a percent of total students. Students taking these courses may also be counted in other special programs such as special or bilingual education. |
| Gifted and talented (GATE) students percent of total | Students identified and served in state-approved gifted and talented programs expressed as a percent of total students. Students in gifted and talented education may also be counted in other special programs such as career and technology or bilingual/ESL |
Teacher Salary and Demographics
| Category | Description(s) |
|---|---|
| Staff Full-time equivalent (FTE) | A count of all personnel employed by the school district as of the fall of the school year, including both professional and paraprofessional positions. All staff counts are expressed as fulltime equivalents (FTEs). The appropriate portion of an FTE is all |
| Teacher full-time equivalent (FTE) | The FTE count of personnel categorized as teachers, including special duty and permanent substitute teachers. Statewide, 0.6 percent of all teacher FTEs are categorized as permanent substitutes, a role that should not be confused with persons hired on a d |
| Central office administrator percent of total staff | The FTE count of personnel classified as administrators in the central office expressed as a percent of total staff FTEs. Central office administrators include superintendents, assistant superintendents, business managers, tax assessor-collectors, and dir |
| All administrator percent of total staff | The FTE count of personnel classified as school administrators expressed as a percent of total staff FTEs. School administrators include principals and assistant principals, as well as instructional officers and athletic directors, if reported at a specif |
| Support staff percent of total staff | The FTE count of personnel categorized as support staff expressed as a percent of total staff FTEs. Support staff are defined as therapists, psychologists, counselors, diagnosticians, physicians and nurses, librarians, department heads, registrars, and mi |
| Teacher percent of total staff | The teacher FTE count expressed as a percent of total staff FTEs. |
| Educational aide share of total staff | The FTE count of personnel categorized as educational aides, or educational aides/interpreters, expressed as a percent of total staff FTEs. Educational aides perform routine classroom tasks under the general supervision of a certified teacher or teaching |
| Auxilliary staff share of total staff | The FTE count of personnel categorized as auxiliary staff expressed as a percent of total staff FTEs. Auxiliary staff are those personnel reported without a role but with a PEIMS employment and payroll record. Examples include food service workers, bus dr |
| Average staff salary, central administrators | The sum of all the salaries of central administrators divided by the total FTE count of central administrators. The salary amount is pay for regular duties only; any supplements are excluded. |
| Average staff salary, all administrators | The sum of all the salaries of school administrators divided by the total FTE count of school administrators. The salary amount is pay for regular duties only; any supplements are excluded. |
| Average professional staff salary | The sum of all the salaries of professional support staff divided by the total FTE count of professional support staff. The salary amount is pay for regular duties only; any supplements are excluded. |
| Average teacher salary | The sum of all the salaries of teachers divided by the total FTE count of teachers. The salary amount is pay for regular duties only; supplemental payments for coaching, band and orchestra assignments, and club sponsorships are excluded. |
| Percent non-white teachers | The FTE count of all personnel reported as non-White expressed as a percent of total staff FTEs. |
| Percent teachers with at least 1 permit | The FTE count of teachers holding at least one permit as of the fall of the 1999–2000 school year, expressed as a percent of the total teacher FTE count. Teachers with multiple permits are counted only once. Five types of permits can be issued that meetdi |
| Teachers with less than 6 years experience | The FTE count of teachers with zero through five years of total professional experience expressed as a percent of the total teacher FTE count. Total years of professional experience includes experience earned in another Texas school district or in another |
| Average years of experience | A weighted average obtained by multiplying each teacher's FTE count by his or her years of experience, summing for all weighted counts, and then dividing by total teacher FTEs. Adjustments are made so that teachers with zero years of experience are approp |
| Percent teachers with advanced degrees | The FTE count of teachers with master's or doctorate degrees expressed as a percent of the total teacher FTE count. |
| Percent teachers not returning to work | The FTE count of teachers not employed in the district in the fall, who were employed in the district in the previous fall, divided by the teacher FTE count for the fall the previous year. Social security numbers of reported teachers are compared from the |
| African-American teacher percent of total | The FTE count of teachers reported as African American expressed as a percent of the total teacher FTE count. |
| Hispanic teacher percent of total | The FTE count of teachers reported as Hispanic expressed as a percent of the total teacher FTE count. |
| White teacher percent of total | The FTE count of teachers reported as White expressed as a percent of the total teacher FTE count. |
| Other teacher percent of total | The FTE count of teachers reported as Asian/Pacific Islander or Native American expressed as a percent of the total teacher FTE count. |
| Percent non-special eduation teachers | The FTE count of teachers who serve students receiving regular education instruction expressed as a percent of the total teacher FTE count. FTE values are allocated across student population types for teachers who serve multiple populations. |
| Percent special eduation teachers | The FTE count of teachers who serve students receiving special education instruction expressed as a percent of the total teacher FTE count. FTE values are allocated across student population types for teachers who serve multiple populations. |
| Percent teachers involved in compensatory education | The FTE count of teachers who serve students receiving compensatory education instruction expressed as a percent of the total teacher FTE count. FTE values are allocated across student population types for teachers who serve multiple populations. |
| Percent teachers involved in bilingual eduation | The FTE count of teachers who serve students receiving bilingual education or English as a second language (ESL) instruction expressed as a percent of the total teacher FTE count. FTE values are allocated across student population types for teachers who s |
| Percent teachers involved in career and technology education | The FTE count of teachers who serve students receiving career and technology education instruction expressed as a percent of the total teacher FTE count. FTE values are allocated across student population types for teachers who serve multiple populations. |
| Percent teachers involved in GATE, honors, or migrant programs | The FTE count of teachers who serve students receiving gifted and talented education instruction, students in honors classes, and students served in migrant programs, expressed as a percent of the total teacher FTE count. On average, 99 percent of this ca |