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2021–22 Texas Academic Performance Report
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Cover Page
2022 Accountability Rating: The overall rating earned by the district or campus for 2022.
2022 Special Education Determination Status (district TAPR only): This label represents an integrated
determination level status based on an evaluation of each local educational agency’s (LEA) Results
Driven Accountability (RDA) indicators in the special education program area and four Federally
Required Elements (FREs), which include the State Performance Plan (SPP) compliance indicators 9, 10,
11, 12, and 13; data integrity; uncorrected noncompliance; and financial audit findings. Each LEA
receives one of four special education determination levels (DLs):
Meets Requirements
Needs Assistance
Needs Intervention
Needs Substantial Intervention
For additional information, please see the links below.
General Information about RDA and SPP/APR:
Results Driven Accountability (RDA): https://tea.texas.gov/academics/special-student- populations/review-and-support/results-driven-accountability-rda
State Performance Plan and Annual Performance Report: https://tea.texas.gov/reports-and-data/data- submission/state-performance-plan#stateperformance
Methodology for RDA and SPP/APR:
2022 RDA Manual: https://tea.texas.gov/sites/default/files/2022-rda-manual.pdf
FFY 2022 SPP/APR Methodology: https://sites.ed.gov/idea/spp-apr-letters?selected- category=&selected-year=&state=Texas
Data Reports for RDA and SPP/APR:
SPP/APR Data Report: https://rptsvr1.tea.texas.gov/idea/index.html
RDA Data Reports: https://tea.texas.gov/student-assessment/monitoring-and-interventions/rda/results- driven-accountability-data-and-reports
2022 Armed Services Vocational Aptitude Battery (ASVAB) Test (Career Exploration) (districts serving
grades 10–12): Senate Bill 1843 requires that each school year, each school district and open-enrollment
charter school provide students in grades 10–12 the opportunity to take the ASVAB and consult with a
military recruiter.
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Performance
STAAR: A comprehensive testing program for public school students in grades 3–8 or high school
courses with end-of-course (EOC) assessments. The STAAR program is designed to measure to what
extent a student has learned, understood, and is able to apply the concepts and skills expected at each
grade level or after completing each course for which an EOC assessment exists. Each STAAR assessment
is linked directly to the Texas Essential Knowledge and Skills (TEKS). The TEKS are the state-mandated
content standards that describe what a student should know and be able to do upon completion of a
course. For more information on the TEKS, see the Texas Essential Knowledge and Skills website at
http://tea.texas.gov/curriculum/teks/.
Other Important Information:
STAAR (with and without accommodations) and STAAR Alternate 2. The TAPR and the Texas
Performance Reporting System (TPRS) include performance on STAAR and STAAR Alternate 2.
Spanish STAAR. All STAAR assessments in grades 3, 4, and 5 are available in both English and Spanish.
The TAPR and the TPRS include performance on the Spanish STAAR.
Rounding of STAAR results. STAAR performance shown on the TAPR and TPRS is rounded to whole
numbers. For example, 49.877% is rounded to 50%; 49.4999% is rounded to 49%; and 59.5% is
rounded to 60%.
Masking. STAAR performance rates are masked when necessary to comply with FERPA. For more
information, see the Explanation of Masking at
https://rptsvr1.tea.texas.gov/perfreport/account/2022/masking.html.
STAAR Performance (2021–22)
The STAAR Performance section displays performance results by grade, subject and performance level
for students in the accountability subset, which are students enrolled in the same district/campus on
both the snapshot date (PEIMS October snapshot) and the testing date. The STAAR Performance–All
Students section of the TPRS displays STAAR performance by grade, subject, and performance level and
includes all students tested, regardless of whether they were in the accountability subset.
STAAR:
Grade 3 – reading and mathematics
Grade 4 – reading and mathematics
Grade 5 – reading mathematics, and science
Grade 6 – reading and mathematics
Grade 7 – reading and mathematics
Grade 8 – reading, mathematics, science, and social studies
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End-of-Course (EOC):
English I
English II
Algebra I
Biology
U.S. History
Accelerated Testers:
SAT/ACT
Percentage at Approaches Grade Level or Above. The percentage of assessments that met or exceeded
the Approaches Grade Level standard.
Percentage at Meets Grade Level or Above. The percentage of assessments that met or exceeded the
Meets Grade Level standard.
Percentage at Masters Grade Level. The percentage of assessments that met the Masters Grade Level
standard.
STAAR Performance Rate by Enrolled Grade at Meets Grade Level or Above on Both Reading and
Mathematics. The percentage of students who took both the reading and mathematics STAAR
and met or exceeded the Meets Grade Level standard on both assessments (excluding EOC
assessments).
STAAR Performance Rate by Enrolled Grade at Meets Grade Level or Above on Both Reading and
Mathematics Including EOC. The percentage of students who took both the reading and
mathematics STAAR or EOC and met or exceeded the Meets Grade Level standard on both
assessments.
STAAR Performance Rate by Enrolled Grade at Meets Grade Level or Above on Reading Including EOC.
The percentage of students who took the reading STAAR or the English I or II EOC and met or
exceeded the Meets Grade Level standard.
STAAR Performance Rate by Enrolled Grade at Meets Grade Level or Above on Mathematics Including
EOC. The percentage of students who took the mathematics STAAR or the Algebra I EOC and
met or exceeded the Meets Grade Level standard.
Progress (Academic Growth and STAAR Progress Measure)
School Progress Domain—Academic Growth Score. Growth score awarded in School Progress, Part A:
Academic Growth for improving performance year over year as measured by STAAR progress
measures and performance levels on STAAR.
STAAR Progress Measure Percent at Expected or Accelerated Growth. The percentage of assessments
that met or exceeded the STAAR progress measure expectations. See Chapter 3 of the 2022
Accountability Manual for more information.
STAAR Progress Measure Percent at Accelerated Growth. The percentage of assessments that exceeded
the STAAR progress measure expectations. See Chapter 3 of the 2022 Accountability Manual for
more information.
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Percent of Students Maintaining or Improving Compared to Prior Year Performance Level. The
percentage of students that maintained or improved their STAAR performance levels this year in
comparison with last year. Students are included in the performance level achieved in the prior
year.
Bilingual Education/ESL
Bilingual Education (BE): Dual-language program that enables emergent bilingual (EB) students/English
learners (ELs) to become proficient in listening, speaking, reading, and writing in the English language
through the development of literacy and academic skills in the primary language and English. This
category includes the following:
• BE Trans Early Exit. Bilingual program model in which students identified as EB students/ELs are
served in both English and another language and are prepared to meet reclassification criteria to
be successful in English-only instruction not earlier than two or later than five years after the
student enrolls in school.
• BE Trans Late Exit. Bilingual program model in which students identified as EB students/ELs are
served in both English and another language and are prepared to meet reclassification criteria to
be successful in English-only instruction not earlier than six or later than seven years after the
student enrolls in school.
• BE Dual Two-Way. Bilingual/biliteracy program model in which students identified as EB
students/ELs are integrated with non-EB/non-EL students and are served in both English and
another language and are prepared to meet reclassification criteria in order to be successful in
English-only instruction not earlier than six or later than seven years after the student enrolls in
school. This model provides ongoing instruction in literacy and academic content in English and
another language with at least half of the instruction delivered in the non-English program
language for the duration of the program.
• BE Dual One-Way. Bilingual/biliteracy program model in which students identified as EB
students/ELs are served in both English and another language and are prepared to meet
reclassification criteria in order to be successful in English-only instruction not earlier than six or
later than seven years after the student enrolls in school. This model provides ongoing
instruction in literacy and academic content in the students' primary language as well as English,
with at least half of the instruction delivered in the students' primary language for the duration
of the program.
English as a Second Language (ESL): An English acquisition program that enables emergent bilingual (EB)
students/English learners (ELs) to become proficient in listening, speaking, reading, and writing in the
English language through the integrated use of second language acquisition methods. This category
includes the following:
• ESL Content-Based. An English acquisition program that serves students identified as EB
students/ELs through English instruction by a teacher appropriately certified in ESL under TEC,
§29.061(c), through English language arts and reading, mathematics, science, and social studies.
• ESL Pull-Out. An English program that serves students identified as EB students/ELs through
English instruction provided by an appropriately certified ESL teacher under the TEC, §29.061(c),
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through English language arts and reading. Instruction shall be provided by the ESL teacher in a
pull-out or inclusionary delivery model.
Alternative Language Program (ALP): An alternative language program provided to emergent bilingual
(EB) students/English learners (ELs) for whom the local education agency (LEA) does not have the
appropriately certified teachers for the required bilingual education or English as a second language
(ESL) program for the current school year. This category includes the following:
• ALP Bilingual (Exception). An alternative language program to the required bilingual education
(BE) program approved by the TEA for the current school year due to the LEA’s submission of a
bilingual education exception application.
• ALP ESL (Waiver). An alternative language program to the required English as a second language
(ESL) program approved by the TEA for the current school year due to the LEA’s submission of
an ESL waiver application.
Emergent Bilingual(EB) Students/English Learner (EL): The count and percentage of students whose
primary language is other than English and who are in the process of acquiring English. As a result of the
87th Texas Legislature, the term “emergent bilingual student” replaced the term of “limited English
proficient (LEP) student” used in the Texas Education Code (TEC), Chapter 29, Subchapter B, and thus,
will be changing the term of “English learner (EL)” used in 19 TAC Chapter 89, Subchapter BB. These
terms describe the same group of Texas students. In the revised Texas Education Data Standards (TEDS),
the terms of “emergent bilingual” and “English learner” have been bridged as EB/EL. The term “English
learner” is still used in federal regulations and guidance. This category includes:
• EB/EL with Parental Denial. Students identified as emergent bilingual (EB) students/English
learners (ELs) whose parents have denied all bilingual and ESL program services.
• Never EB/EL. Students who have never been identified as EB students/ELs (non-EB/non-EL
students).
• Total EB/EL (Current). Students currently identified as EB students/ELs, including those served in
a standard or alternative bilingual or ESL program as well as those with a parental denial of
services.
• Monitored & Former EB/EL. Students who were once identified as EB students/ELs but have
reclassified as English proficient, including students within their four years of state and federal
monitoring and those beyond monitoring years.
STAAR Participation (2021–22)
The percentage of students who were administered a STAAR assessment, STAAR Alternate 2, Texas
English Language Proficiency Assessment System (TELPAS), TELPAS Alternate, and/or an SAT/ACT. The
details on the participation categories are as follows:
Assessment Participant: 1) number of answer documents with a score code of S, 2) number of
STAAR Alternate 2 testers with a score code of N, 3) number of A or O reading answer
documents with a scored TELPAS or TELPAS Alternate assessment, 4) number of A or O
mathematics answer documents with a scored TELPAS or TELPAS alternate assessment for
year 1 asylee/refugees and students with interrupted formal education (SIFEs), and 5)
number of accelerated testers’ EBRW SAT, ELA ACT assessments, ACT science, and
mathematics SAT and ACT assessments.
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Included in Accountability: scored answer documents
♦ Accelerated Testers: SAT/ACT results for students who completed STAAR end-of- course (EOC) assessments while in middle school
Not included in Accountability: answer documents counted as participants but not
included in performance calculations
♦ Mobile: answer documents were excluded because the students enrolled in the
district or campus after the TSDS PEIMS fall snapshot.
♦ Other Exclusions. The following answer documents were excluded from
performance calculations:
Answer documents for students who were tested only on the TELPAS/TELPAS
Alternate or TELPAS/TELPAS Alternate plus STAAR assessments with score codes
of A or O.
Answer documents of students who are an Emergent Bilingual/English learner
(EB/EL) who has been in school in the U.S. for one year.
Answer documents of STAAR Alternate 2 testers with a score code of N.
Not Tested: answer documents with score codes A or O or accelerated testers without an
SAT/ACT assessment
Absent: answer documents with score code A
Other: answer documents with score code O
The denominator for participation is the sum of these five categories: Included in Accountability, Mobile,
Other Exclusions, and Not Tested (Absent and Other). STAAR Participation Rate is rounded to a whole
number. For example, 94.49% is rounded to 94%. Small values may show as zero: 0.4% is rounded to 0%,
and 0.6% is rounded to 1%. (Data source: STAAR and TELPAS File)
Attendance, Graduation, and Dropout Rates (2021–22)
Attendance Rate: The percentage of days that students were present based on student attendance for
the entire school year. Only students in grades 1–12 are included in the calculation.
Attendance is calculated as follows:
total number of days that students in grades 1–12 were present during the 2020–21 school
year
total number of days that students in grades 1–12 were in membership during the 2020–21
school year
(Data source: PEIMS 42400)
Chronic Absenteeism: The unduplicated number of K–12 students enrolled for at least 10 days and
absent for 10 percent or more days. Chronic Absenteeism is calculated as follows:
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total number of K–12 students enrolled for at least 10 days and absent for 10 percent or
more days during the 2020–21 school year
total number of K–12 students enrolled for at least 10 days during the 2020–21 school year
(Data source: PEIMS 42400)
Annual Dropout Rate: The percentage of students who drop out of school during a school year. Annual
dropout rates are shown for districts and campuses that serve grades 7–8 and/or 9–12. State law
prohibits including a student who meets any of the following criteria from campus and district annual
dropout rate calculations:
• Is ordered by a court to attend a high school equivalency certificate program but has not earned
a high school equivalency certificate
• Was previously reported to the state as a dropout
• Was in attendance but not in membership for purposes of average daily attendance (i.e.,
students for whom school districts are not receiving state Foundation School Program [FSP]
funds)
• Was initially enrolled in a school in the United States in any grade 7 through 12 as an unschooled
refugee or asylee as defined by TEC §39.027(a-1)
• Attends a district exclusively as a function of having been detained at a county detention facility
and is not otherwise a student of the district in which the facility is located or is being provided
services by an open-enrollment charter school exclusively as the result of having been detained
at the facility
• Is incarcerated in a state jail or federal penitentiary as an adult or as a person certified to stand
trial as an adult
• Is a student in a Texas Juvenile Justice Department facility or residential treatment facility
served by a Texas public school district
• Is at least 18 years of age as of September 1 and has satisfied the credit requirements for high
school graduation; has not completed his or her individualized education program (IEP); and is
enrolled and receiving IEP services
Annual Dropout Rate (Gr 7–8). This includes only grades 7 and 8. It is calculated as follows:
number of dropouts in grades 7 and 8 during the 2020–21 school year
number of students in grades 7 and 8 in attendance at any time during the 2020–21 school year
Annual Dropout Rate (Gr 9–12). This includes grades 9 through 12. It is calculated as follows:
number of dropouts in grades 9–12 during the 2020–21 school year
number of students in grades 9–12 in attendance at any time during the 2020–21 school year
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Both annual dropout rates appear on campus, district, region, and state TAPRs. The state and region
annual dropout rates that are reported on district and campus TAPRs, however, are calculated without
the exclusions required for campus and district calculations.
Note that with all annual dropout rate calculations, a cumulative count of students is used in the
denominator. This method for calculating the dropout rate neutralizes the effect of mobility by including
in the denominator every student ever reported in attendance at the district or campus throughout the
school year, regardless of length of enrollment. For a more complete description of dropout rates and
exclusions, see the Secondary School Completion and Dropouts in Texas Public Schools, 2020–21 reports,
available on the TEA website at http://tea.texas.gov/acctres/dropcomp_index.html.
For detailed information on data sources, see Appendix H in the 2022 Accountability Manual (Data
source: PEIMS 40203, 40110, 42400, and 42500)
Longitudinal Rates: The status of a group (cohort) of students after four years in high school (4-Year
Longitudinal Rate), after five years in high school (5-Year Extended Longitudinal Rate), or after six years
in high school (6-Year Extended Longitudinal Rate).
For the 4-Year Longitudinal Rate, the cohort consists of students who first attended ninth grade in
2017–18. They are followed through their expected graduation with the Class of 2021.
For the 5-Year Extended Longitudinal Rate, the cohort consists of students who first attended ninth
grade in 2016–17. They are followed for five years and included if they graduated within a year after
their expected graduation with the Class of 2020.
For the 6-Year Extended Longitudinal Rate, the cohort consists of students who first attended ninth
grade in 2015–16. They are followed for six years and included if they graduated within two years after
their expected graduation with the Class of 2019.
Additional Information on Cohorts:
A student transfers into a campus, district, or state cohort when he or she moves into the cohort
from another high school in Texas, from another district in Texas, or from out of state.
A student transfers out of a campus or district cohort when he or she moves to another public high
school in Texas or moves to another district in Texas. Note that these students are transferred into
the cohort of the high school or district to which they moved. There are also students who move out
of state or out of the country and students who transfer to private schools or who are home- schooled. These types of transfer students cannot be tracked and are not included in longitudinal
rate calculations.
A student does not change cohorts if he or she repeats or skips a grade. A student who begins with
the 2017–18 ninth-grade cohort remains with that cohort. A student who started the ninth grade in
2017–18 but takes 5 years to graduate (i.e., graduates in May 2022) is still part of the 2021 cohort; he
or she is not switched to the 2022 cohort. This student would be considered a continuing student and
counted as part of the Continued HS number for the Class of 2021. This is also true for the five-year
and six-year extended longitudinal cohorts.
There are four student outcomes used in computing each longitudinal rate:
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4-Year Longitudinal Rate
(1) Graduated: The percentage who received their high school diploma in four years or fewer by
August 31, 2021 for the 2021 cohort.
number of students from the cohort who received a high school diploma by
August 31, 2021
number of students in the 2021 cohort*
(2) Received TxCHSE: For the 2021 cohort, the percentage who received a Texas high school
equivalency certificate by August 31, 2021. It is calculated as follows:
number of students from the cohort who received a TxCHSE by August 31, 2021
number of students in the 2021 cohort*
(3) Continued High School: The percentage of the 2021 cohort still enrolled as students in the fall
after his or her anticipated graduation.. It is calculated as follows:
number of students from the cohort who were enrolled in the fall of the 2021–22 school year
number of students in the 2021 cohort*
(4) Dropped Out: The percentage of the 2021 cohort who dropped out and did not return by the fall
of the 2021–22 school year. It is calculated as follows:
number of students from the cohort who dropped out before fall of the 2021–22 school
year
number of students in the 2021 cohort*
(5) Graduates & TxCHSE: The percentage of graduates and TxCHSE recipients in the 2021 cohort.
It is calculated as follows:
number of students from the 2021 cohort who received a high school diploma by August 31,
2021 plus number of students from the cohort who received a TxCHSE by August 31, 2021
number of students in the 2021 cohort*
(6) Graduates, TxCHSE & Continuers: The percentage of graduates, TxCHSE recipients, and
continuers in the 2021 cohort. It is calculated as follows:
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number of students from the cohort who received a high school diploma by August 31, 2021
plus
number of students from the cohort who received a TxCHSE by August 31, 2021
plus
number of students from the cohort who were enrolled in the fall of the 2021–22 school year
number of students in the 2021 cohort*
5-Year Extended Longitudinal Rate
(1) Graduated: The percentage who received their high school diploma by August 31, 2021, for the
2020 cohort. It is calculated as follows:
number of students from the cohort who received a high school diploma by August 31, 2021
number of students in the 2020 cohort*
(2) Received TxCHSE: For the 2020 cohort, the percentage who received a TxCHSE certificate by
August 31, 2021. It is calculated as follows:
number of students from the cohort who received a TxCHSE by August 31, 2021
number of students in the 2020 cohort*
(3) Continued High School: The percentage of the 2020 cohort still enrolled as students in the fall of
the 2021–22 school year. It is calculated as follows:
number of students from the cohort who were enrolled in the fall of the 2021–22 school year
number of students in the 2020 cohort*
(4) Dropped Out: The percentage of the 2020 cohort who dropped out and did not return by the fall
of the 2021–22 school year. It is calculated as follows:
number of students from the cohort who dropped out before fall of the 2021–22 school year
number of students in the 2020 cohort*
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(5) Graduates & TxCHSE: The percentage of graduates and TxCHSE recipients in the 2020 cohort. It
is calculated as follows:
number of students from the cohort who received a high school diploma by August 31, 2021
plus
number of students from the cohort who received a TxCHSE by August 31, 2021
number of students in the 2020 cohort*
(6) Graduates, TxCHSE & Continuers: The percentage of graduates, TxCHSE recipients, and
continuers in the 2020 cohort. It is calculated as follows:
number of students from the cohort who received a high school diploma by August 31, 2021
plus
number of students from the cohort who received a TxCHSE by August 31, 2021
plus
number of students from the cohort who were enrolled in the fall of the 2021–22 school year
number of students in the2020 cohort*
6-year Extended Longitudinal Rate
(1) Graduated: The percentage who received their high school diploma by August 31, 2021, for the
2019 cohort. It is calculated as follows:
number of students from the cohort who received a high school diploma by August 31, 2021
number of students in the 2019 cohort*
(2) Received TxCHSE: For the 2019 cohort, the percentage who received a TxCHSE certificate by
August 31, 2021. It is calculated as follows:
number of students from the cohort who received a TxCHSE by August 31, 2021
number of students in the 2019 cohort*
(3) Continued High School: The percentage of the 2019 cohort still enrolled as students in the fall of
the 2021–22 school year. It is calculated as follows:
number of students from the cohort who were enrolled in the fall of the 2021–22 school year
number of students in the 2019 cohort*
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(4) Dropped Out: The percentage of the 2019 cohort who dropped out and did not return by the fall
of the 2021–22 school year. It is calculated as follows:
number of students from the cohort who dropped out before fall of the 2021–22 school year
number of students in the 2019 cohort*
(5) Graduates & TxCHSE. The percentage of graduates and TxCHSE recipients in the 2019 cohort. It
is calculated as follows:
number of students from the cohort who received a high school diploma by August 31, 2021
plus
number of students from the cohort who received a TxCHSE by August 31, 2021
number of students in the 2019 cohort*
(6) Graduates, TxCHSE & Continuers. The percentage of graduates, TxCHSE recipients, and
continuers in the 2019 cohort. It is calculated as follows:
number of students from the cohort who received a high school diploma by August 31, 2021
plus
number of students from the cohort who received a TxCHSE by August 31, 2021
plus
number of students from the cohort who were enrolled in the fall of the 2021–22 school year
number of students in the 2019 cohort*
* The cohort in the denominator of the formulas shown above includes those students who
graduated, continued in school, received a TxCHSE, or dropped out. It does not include data
errors or leavers with the leaver reason codes 03, 16, 24, 60, 66, 78, 81, 82, 83, 85, 86, 87, 88, 89
or 90. See Annual Dropout Rate for a list of all the exclusions mandated by state statute for
districts and campuses.
The graduation, continuation, TxCHSE recipient, and dropout rates sum to 100% (some totals may
not equal exactly 100% due to rounding). Students served through special education who graduate
with an individualized education program (IEP) are included as graduates.
Additional Information about Federal Graduation Rates
In addition to the detailed breakdown of the four-, five- and six-year longitudinal rates, the district
and campus reports show federal graduation rates for the following:
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(1) 4-Year Federal Graduation Rate. Cohort of students who first attended ninth grade in 2017–18.
They are followed through their expected graduation with the Class of 2021. It is calculated as
follows:
number of students from the cohort who received a high school diploma by August 31, 2021
number of students in the 2021 cohort **
(2) 5-Year Extended Federal Graduation Rate. Cohort of students who first attended ninth grade in
2016–17. They are followed for five years to see if they graduated within a year after their
expected graduation with the Class of 2020. It is calculated as follows:
number of students from the cohort who received a high school diploma by August 31, 2021
number of students in the 2020 cohort**
(3) 6-Year Extended Federal Graduation Rate. Cohort of students who first attended ninth grade in
2015–16. They are followed for six years to see if they graduated within two years after their
expected graduation with the Class of 2019. It is calculated as follows:
number of students from the cohort who received a high school diploma by August 31, 2021
number of students in the 2019 cohort**
** The cohort in the denominator above includes those students who graduated, continued in
school, received a TxCHSE, or dropped out. It does not include data errors or leavers with leaver
reason codes 03, 16, 24, 60, 66, 78, 81, 82, 83, 85, 86, 87, or 90. Students with leaver codes 88
and 89 are included in the federal rates.
A student in a Texas Juvenile Justice Department facility or residential treatment facility served by a
Texas public school district is excluded from district and campus graduation rates calculated for
federal accountability purposes. Students served by special education who graduate with an
individualized education program (IEP) are included as graduates.
For further information on these rates, see the report Secondary School Completion and Dropouts in
Texas Public Schools, 2020–21 (Data source: PEIMS 40203 and Texas Certificate of High School
Equivalency Information File)
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Graduation Program: The percentage of students who graduated under one of the following programs:
RHSP/DAP Graduates (Longitudinal Rate) (Class of 2021) The percentage of graduates who, after four
years, satisfied the course requirements for the Recommended High School Program or
Distinguished Achievement Program.
number of graduates in the Class of 2021 who complete a 4-year RHSP or DAP
number of graduates in the Class of 2021 with reported graduation plans
(excludes graduates with FHSP degree plans)
FHSP-E Graduates (Longitudinal Rate) The percentage of graduates who, after four years, satisfied
the course requirements for the Foundation High School Program with an endorsement.
number of graduates in the Class of 2021 who complete a 4-year FHSP-E
number of graduates in the Class of 2021 with reported FHSP graduation plans
FHSP-DLA Graduates (Longitudinal Rate) The percentage of graduates who, after four years, satisfied
the course requirements for the Foundation High School Program at the distinguished level of
achievement.
number of graduates in the Class of 2021 who complete a 4-year FHSP-DLA
number of graduates in the Class of 2021 with reported FHSP graduation plans
RHSP/DAP/FHSP-E/FHSP-DLA Graduates (Longitudinal Rate) The percentage of graduates who, after
four years, satisfied the course requirements for the Recommended High School Program,
Distinguished Achievement Program, or the Foundation High School Program with an
endorsement or at the distinguished level of achievement.
number of graduates in the Class of 2021 who complete a 4-year RHSP or DAP or
FHSP-E or FHSP-DLA
number of graduates in the Class of 2021 with reported graduation plans
RHSP/DAP Graduates (Annual Rate) (2020-21) The percentage of graduates who satisfied the course
requirements for the Recommended High School Program or Distinguished Achievement
Program.
number of graduates in SY 2020-21 reported with graduation codes for RHSP or DAP
number of graduates in SY 2020-21 with reported graduation plans (excludes graduates with
FHSP degree plans)
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(TAPR) Glossary
FHSP-E Graduates (Annual Rate) (2020–21) The percentage of graduates who satisfied the course
requirements for the Foundation High School Program with an endorsement.
number of graduates in SY 2020–21 who earn an FHSP-E
number of graduates in SY 2020–21 with reported FHSP graduation plans
FHSP-DLA Graduates (Annual Rate) (2020–21) The percentage of graduates who satisfied the course
requirements for the Foundation High School Program at the distinguished level of achievement.
number of graduates in SY 2020–21who earn an FHSP-DLA
number of graduates in SY 2020–21with reported FHSP graduation plans
RHSP/DAP/FHSP-E/FHSP-DLA Graduates (Annual Rate) (2020–21) The percentage of graduates who
satisfied the course requirements for the Recommended High School Program, Distinguished
Achievement Program, or at the Foundation High School Program with an endorsement or the
distinguished level of achievement.
number of graduates in SY 2020–21 reported with graduation codes for RHSP or DAP
or FHSP-E or FHSP-DLA
number of graduates in SY 2020–21 with reported graduation plans
RHSP graduates have graduation type codes of 19, 22, 25, 28, or 31; DAP graduates have graduation
type codes of 20, 23, 26, 29, or 32; FHSP graduates are students with graduation type codes of 34, 35,
54, 55, 56, or 57. FHSP graduates with code type 35 are eligible for endorsements starting with the Class
of 2021. See the Texas Education Data Standards for more information. (Data source: PEIMS 40203)
For additional information about graduation programs please see
https://tea.texas.gov/Academics/Graduation_Information/State_Graduation_Requirements.
Graduation Profile (2021–22)
Annual Graduates: The count and percentage of students who graduate at some time during the school
year. It includes summer graduates and is reported by districts in the fall of the following school year. It
includes all students in grade 12 who graduated, as well as graduates from other grades. Students
served by special education who graduate are included in the totals. Counts of students graduating
under the following graduation types in 2020–21are also shown:
• Minimum High School Program (MHSP)
• Recommended High School Program (RHSP)
• Distinguished Achievement Program (DAP)
• Foundation High School Program (FHSP)
(Data source: PEIMS 40203)
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(TAPR) Glossary
Special Education: The population of students served by special education programs. (Data source:
PEIMS 41163)
Economically Disadvantaged: The count and percentage of students eligible for free or reduced-price
lunch or eligible for other public assistance. (Data source: PEIMS 40100 and STAAR)
number of students in the 2020–21 school year eligible for free or reduced-price lunch or other
public assistance
total number of students
Limited English Proficient (LEP): The count and percentage of students whose primary language is other
than English and who are in the process of acquiring English. The terms “Emergent Bilingual”, “English
learner” and “Limited English Proficient” (LEP) are used interchangeably. (Data source: PEIMS 40110)
At-Risk: The count and percentage of students identified as being at risk of dropping out of school as
defined by TEC §29.081(d) and (d-1). (Data source: PEIMS 40100)
number of students in the 2020–21 school year considered as at risk
total number of students
College, Career, or Military* Readiness (CCMR) (2021–22)
Annual graduates demonstrate college, career, or military readiness in any one of the following ways:
College Readiness
1) Texas Success Initiative (TSI) Criteria: A graduate meeting the TSI college readiness
standards in both ELA/reading and mathematics; specifically, meeting the college-ready
criteria on the TSIA1 and/or TSIA2 assessment, SAT, ACT, or by successfully completing and
earning credit for a college prep course as defined in TEC §28.014, in both ELA and
mathematics. The assessment results considered include TSIA1 and/or TSIA2 assessments
through October 2021, SAT and ACT results through the July 2021 administration, and
course completion data via TSDS PEIMS. (Data source: PEIMS 43415, THECB, College Board,
and ACT, Inc.)
2) Earn Dual Course Credits: A graduate completing and earning credit for at least three credit
hours in ELA or mathematics or at least nine credit hours in any subject. (Data source: PEIMS
43415)
3) Meet Criteria on Advanced Placement (AP)/International Baccalaureate (IB) Examination:
A graduate meeting the criterion score on an AP or IB examination in any subject area.
Criterion score is 3 or more for AP and 4 or more for IB. (Data source: College Board or IB)
4) Earn an Associate Degree: A graduate earning an associate degree by August 31
immediately following high school graduation. (Data source: PEIMS 40100)
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(TAPR) Glossary
5) Earn OnRamps Course Credits: A graduate completing an OnRamps dual enrollment course
and qualifying for at least three hours of university or college credit in any subject area.
(Data source: OnRamps program)
Career/Military Readiness
6) Earn an Industry-Based Certification: A graduate earning an industry-based certification
under 19 TAC §74.1003. (Data source: PEIMS 40100)
7) Graduate with Completed IEP and Workforce Readiness: A graduate receiving a graduation
type code of 04, 05, 54, or 55 which indicates the student has completed his/her IEP and has
either demonstrated self-employment with self-help skills to maintain employment or has
demonstrated mastery of specific employability and self-help skills that do not require
public school services. (Data source: PEIMS 40203)
8) Graduates under an Advanced Degree Plan and Identified as a current Special Education
Student: A graduate who graduates under an advanced degree plan and is identified as a
current special education student (Data source: PEIMS 40203 and 40110)
9) Graduate with Level I or Level II Certificate: A graduate earning a level I or level II
certificate in any workforce education area. (Data source: THECB)
10) *Enlist in the Armed Forces: A graduate enlisting in the U.S. Army, Navy, Air Force, Coast
Guard, or Marines. (Data source: PEIMS 40203)
*Due to discrepancies between annual enlistment counts for Texas military enlistees aged 17–19
released by the United States Department of Defense and PEIMS military enlistment data for 2017 and
2018 annual graduates, military enlistment data is excluded from accountability calculations until such
data can be obtained directly from the United States Armed Forces. Enlistment data reported in PEIMS
for 2020 and 2021 annual graduates is included for indicators displaying military readiness.
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(TAPR) Glossary
College, Career, or Military Ready Graduates
College, Career, or Military Ready (Student Achievement): The percentage of annual graduates who
demonstrated college, career, or military readiness by meeting at least one of the nine criteria described
in College, Career, or Military Readiness.
Only College Ready: The percentage of annual graduates who demonstrated only college readiness by
meeting college ready criteria 1, 2, 3, 4, or 5 but did not meet any of the career and military ready
criteria 6, 7, 8, or 9 described in College, Career, or Military Readiness.
Only Career/Military Ready: The percentage of annual graduates who demonstrated only career or
military readiness by meeting career or military ready criteria 6, 7, 8, or 9 but did not meet any of the
college ready criteria 1, 2, 3, 4, and 5 described in College, Career, or Military Readiness.
College Ready Graduates
College Ready: The percentage of annual graduates who demonstrated college readiness by meeting
criteria 1, 2, 3, 4, or 5 described in College, Career, or Military Readiness. This percentage includes
graduates who may have met career or military ready criteria 6, 7, 8, or 9. (Data source: PEIMS 43415,
THECB, College Board, ACT, IB, and PEIMS 49010)
TSI Criteria Graduates: The percentage of annual graduates who met or exceeded the college-ready
criteria on the Texas Success Initiative Assessment (TSIA1 and/or TSIA2), the SAT, ACT, or by successfully
completing and earning credit for a college prep course as defined in TEC §28.014, in both ELA and
mathematics. The criteria for each are as follows:
TSI Criteria
TSIA1 and/or
TSIA2 SAT ACT College Prep Course
>= ELAR
criteria shown
below
or
>=480 on the
Evidence-Based
Reading and Writing
(EBRW)
or
>=19 on
English and
>= 23
Composite
or
Complete and earn
credit for ELA college
prep course
>=
Mathematics
criteria shown
below
or
>=530 on
Mathematics or
>=19 on
Mathematics
and >=23
Composite
or
Complete and earn
credit for
mathematics college
prep course
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2021–22 Texas Academic Performance Report
(TAPR) Glossary
Subject Assessment
Version Score Requirements for CCMR
English
Language
Arts and
Reading
(ELAR)
TSIA1 Score ≥ 351 on Reading
TSIA2
Score ≥ 945 on the ELAR
College Readiness
Classification (CRC)
AND Score ≥ 5 on the
essay
OR
Score < 945 on the ELAR
CRC AND Score ≥ 5 on
the diagnostic AND
Score ≥ 5
on the
essay
Combination
Score ≥ 945 on the ELAR
CRC on the TSIA2 AND Score ≥ 5 on the
TSIA1 essay
OR
Score < 945 on the ELAR
CRC on the TSIA2 AND
Score ≥ 5 on
the diagnostic
on the TSIA2
AND
Score ≥ 5
on the
TSIA1
essay
Mathematics
TSIA1 Score ≥ 350 on
Mathematics
TSIA2
Score ≥ 950 on the
Mathematics CRC
OR
Score < 950 on the
Mathematics CRC AND Score = 6 on
the diagnostic
The percentages are calculated as follows:
English Language Arts.
number of 2020-21 annual graduates who met or exceeded the college-ready criteria on the TSIA1 and/or TSIA2, SAT,
ACT, or by successfully completing and earning credit for a college prep course in ELA
number of 2020-21 annual graduates
Mathematics.
number of 2020-21 annual graduates who met or exceeded the college-ready criteria on the TSIA1 and/or TSIA2,
SAT, ACT, or by successfully completing and earning credit for a college prep course in mathematics
number of 2020-21 annual graduates
Both Subjects.
number of 2020-21 annual graduates who met or exceeded the college-ready criteria on the TSIA1 and/or TSIA2, SAT,
ACT, or by successfully completing and earning credit for a college prep course in both ELA and mathematics
number of 2020-21 annual graduates
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(TAPR) Glossary
Any Subject.
number of 2020-21 annual graduates who met or exceeded the college-ready criteria on the TSIA1 and/or TSIA2, SAT,
ACT, or by successfully completing and earning credit for a college prep course in ELA or mathematics
number of 2020-21 annual graduates
AP/IB Criteria Met in Any Subject: The percentage of annual graduates who earned a 3 or more on an
AP examination or a 4 or more on an IB examination. (Data source: College Board and IB)
number of 2020-21 annual graduates who earned a 3 or more on an AP examination or a 4 or more on an IB
examination
number of 2020-21 annual graduates
Associate Degree: The percentage of annual graduates who earned an associate degree by August 31
immediately following high school graduation.. (Data source: PEIMS 40100)
number of 2020-21 annual graduates who earned an associate degree by August 31 immediately
following high school graduation.
number of 2020-21 annual graduates
Dual Course Credits: A graduate completing and earning credit for at least three credit hours in ELA or
mathematics or at least nine credit hours in any subject. (Data source: PEIMS 43415)
number of 2020-21 annual graduates who completed and earned credit for nine or more hours of dual credit in any subject
or three or more hours in ELA or mathematics
number of 2020-21 annual graduates
OnRamps Course Credits: The percentage of annual graduates who completed an OnRamps dual
enrollment course and qualified for at least three hours of university or college credit in any subject area
(Data source: OnRamps program)
number of 2020-21 annual graduates who completed an OnRamps course and qualified for three
hours of college credit before graduation
number of 2020-21 annual graduates
Career/Military Ready Graduates
Career or Military Ready Graduates: The percentage of annual graduates who demonstrated career or
military readiness by meeting criteria 6, 7, 8, or 9 described in College, Career, or Military Readiness. This
percentage includes graduates who may have met college ready criteria 1, 2, 3, 4, or 5.
Approved Industry-Based Certification: The percentage of annual graduates who earned an approved
industry-based certification. For additional information, see Chapter 2 of the 2022 Accountability
Manual. (Data source: PEIMS 48011)
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(TAPR) Glossary
number of 2020-21 annual graduates who earned an approved industry-based certification
number of 2020-21 annual graduates
Graduate with Level I or Level II Certificate: The percentage of annual graduates who earned a level I
or level II certificate (Data source: THECB)
number of 2020-21 annual graduates who earned a level I or level II certificate
number of 2020-21 annual graduates
Graduate with Completed IEP and Workforce Readiness: The percentage of annual graduates who
received a graduation type code of 04, 05, 54, or 55. For additional information, see Chapter 2 of the
2022 Accountability Manual. (Data source: PEIMS 40203)
number of 2020-21 annual graduates who received a graduation type code of 04, 05, 54, or 55
number of 2020-21 annual graduates
Graduate Under an Advanced Degree Plan and be Identified as a Current Special Education Student:
The percentage of annual graduates under an advanced degree plan and identified as a current special
education student (Data source: PEIMS 40203 and 42401)
number of 2020-21 annual graduates who graduated under an advanced degree plan and were
identified as a current special education student
number of 2020-21 annual graduates
CCMR-related Indicators (2021–22)
TSIA Results (Graduates >= Criterion) (Annual Graduates): The percentage of annual graduates who
met the TSI criteria on the TSIA1 and/or TSIA2 (Data source: THECB and PEIMS 40203)
English Language Arts.
number of 2020-21 annual graduates who met or exceeded the college-ready criteria on the TSIA1 and/or TSIA2 in ELA
number of 2020-21 annual graduates
Mathematics.
number of 2020-21 annual graduates who met or exceeded the college-ready criteria on the TSIA1 and/or TSIA2 in
mathematics
number of 2020-21 annual graduates
Both Subjects.
number of 2020-21 annual graduates who met or exceeded the college-ready criteria on the TSIA1 and/or TSIA2 in both
ELA and mathematics
number of 2020-21 annual graduates
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Completed and Received Credit for College Prep Courses (Annual Graduates): The percentage of
annual graduates who completed and earned credit for a college prep course as defined in TEC §28.014
in either ELA or mathematics or both. (Data source: PEIMS 43415)
English Language Arts.
number of 2020-21 annual graduates who completed and earned credit for a college prep course as defined in TEC
§28.014 in ELA
number of 2020-21 annual graduates
Mathematics.
number of 2020-21 annual graduates who completed and earned credit for a college prep course as defined in TEC
§28.014 in mathematics
number of 2020-21 annual graduates
Both Subjects.
number of 2020-21 annual graduates who completed and earned credit for a college prep course as defined in TEC
§28.014 in ELA and mathematics
number of 2020-21 annual graduates
AP/IB Results (Participation) (Grades 11–12): The percentage of students in grades 11 and 12
who took the College Board’s Advanced Placement (AP) examinations or the International
Baccalaureate’s (IB) examinations. (Data source: College Board and IB)
All Subjects
number of students in grades 11 & 12 in the 2020-21 school year who took at least one AP or IB examination
total students enrolled in grades 11 & 12
English Language Arts
number of students in grades 11 & 12 in the 2020-21 school year who took at least one AP or IB examination in ELA
total students enrolled in grades 11 & 12
Mathematics
number of students in grade 11 & 12 in the 2020-21 school year who took at least one AP or IB examination in mathematics
total students enrolled in grades 11 & 12
Science
number of students in grade 11 & 12 in the 2020-21 school year who took at least one AP or IB examination in science
total students enrolled in grades 11 & 12
Social Studies
number of students in grade 11 & 12 in the 2020-21 school year who took at least one AP or IB examination in social studies
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(TAPR) Glossary
total students enrolled in grades 11 & 12
(Data source: College Board, IB, and PEIMS 40110)
AP/IB Results (Examinees >= Criterion) (Grades 11–12): The percentage of students with at least one AP
or IB examination in grades 11 and 12 at or above the criterion score. High school students may take one
or more of these examinations, ideally upon completion of AP or IB courses, and may receive advanced
placement or credit, or both, upon entering college. Generally, colleges will award credit or advanced
placement for scores of 3, 4, or 5 on AP examinations and scores of 4, 5, 6, or 7 on IB examinations.
Requirements vary by college and by subject tested. (Data source: College Board and IB)
All Subjects
number of 11th and 12th graders in the 2020-21 school year with at least one AP or IB score at or above criterion
number of 11th and 12th graders with at least one AP or IB examination
English Language Arts
number of 11th and 12th graders in the 2020-21 school year with at least one AP or IB score at or above criterion in
ELA
number of 11th and 12th graders with at least one AP or IB examination in ELA
Mathematics
number of 11th and 12th graders in the 2020-21 school year with at least one AP or IB score at or above criterion in
mathematics
number of 11th and 12th graders with at least one AP or IB examination in mathematics
Science
number of 11th and 12th graders in the 2020-21 school year with at least one AP or IB score at or above criterion in
science
number of 11th and 12th graders with at least one AP or IB examination in science
Social Studies
number of 11th and 12th graders in the 2020-21 school year with at least one AP or IB score at or above criterion in
social studies
number of 11th and 12th graders with at least one AP or IB examination in social studies
(Data source: The College Board, The International Baccalaureate Organization, and PEIMS 40110)
AP/IB Results (11th & 12th Graders >= Criterion): The percentage of students enrolled in grades 11 and
12 with at least one AP or IB score at or above the criterion score. This denominator includes students
enrolled in grades 11 and 12 who did not take AP or IB examination. High school students may take one
or more of these examinations, ideally upon completion of AP or IB courses, and may receive advanced
placement or credit, or both, upon entering college. Generally, colleges will award credit or advanced
placement for scores of 3, 4, or 5 on AP examinations and scores of 4, 5, 6, or 7 on IB examinations.
Requirements vary by college and by subject tested. (Data source: College Board and IB)
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(TAPR) Glossary
All Subjects
number of 11th and 12th graders in the 2020-21 school year with at least one AP or IB score at or above criterion
total students enrolled in 11th and 12th grades
SAT/ACT Results (Annual Graduates): Participation and performance of annual graduates from all Texas
public schools on the College Board’s SAT and ACT, Inc.’s ACT assessment. ACT and SAT scores are based
on each student’s highest section scores across all exams taken, and the SAT total and ACT composite
scores are calculated using the highest section scores.
(1) Tested: The percentage of graduates who took either college admissions assessment:
number of 2020-21 graduates who took either the SAT or the ACT
number of 2020-21 graduates reported
(2) At/Above Criterion for All Graduates: The percentage of graduates who scored at or above the
criterion score of 480 on the SAT evidence-based reading and writing or 19 on ACT English
section and 23 composite and 530 on SAT mathematics or 19 on ACT Mathematics section and
23 on the ACT composite:
number of 2020-21 graduating examinees who scored at or above the criterion score
on either the SAT or the ACT
number of 2020-21 graduates reported
Average SAT Score (Annual Graduates): Performance of annual graduates from all Texas public schools
on the College Board’s SAT assessment. If a student takes the SAT more than once, the best result by
subject area is selected, and the SAT total is calculated as the sum of the highest section scores.
(1) All Subjects: The average score for the SAT evidence-based reading and writing and mathematics
combined. The maximum score is 1600.
sum of SAT total scores (evidence-based reading and writing + mathematics) of all 2020-21 graduates who took the SAT
number of 2020-21 graduates who took the SAT
(2) English Language Arts and Writing: The average score for the SAT evidence-based reading and
writing. The maximum score is 800.
sum of SAT evidence-based reading and writing scores of all 2020-21 graduates who took the
SAT
number of 2020-21 graduates who took the SAT
(3) Mathematics: The average score for the SAT mathematics. The maximum score is 800.
sum of SAT mathematics scores of all 2020-21 graduates who took the SAT
number of 2020-21 graduates who took the SAT
(Data source: College Board and PEIMS 40203)
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Average ACT Score (Annual Graduates): Performance of annual graduates from all Texas public schools
on the ACT Inc.’s ACT assessment. If a student takes the ACT more than once, the best result by subject
area is selected, and the ACT composite scores is calculated as the average of the highest section scores.
(1) All Subjects: The average score for the ACT composite. The maximum score is 36.
sum of ACT composite scores of all 2020-21 graduates who took the ACT
number of 2020-21 graduates who took the ACT
(2) English Language Arts: The average score for the ACT English and reading combined. The
maximum score is 36.
sum of ACT English and reading combined scores of all 2020-21 graduates who took the ACT
number of 2020-21 graduates who took the ACT
(3) Mathematics: The average score for the mathematics ACT. The maximum score is 36.
sum of ACT mathematics scores of all 2020-21 graduates who took the ACT
number of 2020-21 graduates who took the ACT
(4) Science: The average score for the science ACT. The maximum score is 36.
sum of ACT science scores of all 2020-21 graduates who took the ACT
number of 2020-21 graduates who took the ACT
Advanced/Dual-Credit Course Completion (Grades 9–12): The percentage of students who completed
and received credit for at least one advanced or dual-credit course. Decisions about awarding high
school credit for college courses are described in Texas Administrative Code §74.25.
Appendix A lists all courses identified as advanced courses. Courses for which a student can earn dual
credit are not listed because they vary from campus to campus.
Course completion information is reported by districts through the PEIMS after the close of the school
year. For example, the values, expressed as percentages for grades 9–12, are calculated as follows:
(Data source: PEIMS 43415)
Any Subject
number of students in grades 9–12 in 2020-21 who received credit for at least
one advanced/dual-credit course
number of students in grades 9–12 who received credit for at least one course in 2020-21
English Language Arts
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(TAPR) Glossary
number of students in grades 9–12 in 2020-21 who received credit for at least
one ELA advanced/dual-credit course
number of students in grades 9–12 who received credit for at least one ELA course in 2020-21
Mathematics
number of students in grades 9–12 in 2020-21 who received credit for at least
one mathematics advanced/dual-credit course
number of students in grades 9–12 who received credit for at least one mathematics course in 2020-21
Science
number of students in grades 9–12 in 2020-21 who received credit for at least
one science advanced/dual-credit course
number of students in grades 9–12 who received credit for at least one science course in 2020-21
Social Studies
number of students in grades 9–12 in 2020-21 who received credit for at least
one social studies advanced/dual-credit course
number of students in grades 9–12 who received credit for at least one social studies course in 2020-21
(Data source: PEIMS 43415)
CTE Coherent Sequence (Annual Graduates): The percentage of annual graduates enrolled in a coherent
sequence of career and technical education (CTE) courses as part of a four-year plan of study. (Data
source: PEIMS 40100, 40203, and 42400)
number of in 2020-21 annual graduates who were enrolled in a CTE-coherent sequence of courses as part of a four-year plan
of study to take two or more CTE courses for three or more credits
number of in 2020-21 annual graduates
Students who completed CTE coherent sequence courses are included when comparing 2019-20 results
to 2020-21. (Data source: THECB)
Graduates Enrolled in Texas Institution of Higher Education (TX IHE): The percentage of students who
enrolled and began instruction at an institution of higher education in Texas for the school year
following high school graduation.
number of graduates during the 2019-20 school year who attended a public or independent
college or university in Texas in the following academic year
number of graduates during the 2019-20 school year
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(TAPR) Glossary
Students who enrolled in out-of-state colleges or universities or any non-public career school are not
included. Students who attend public community colleges in Texas are included.
(Data source: THECB)
Additional reports showing students enrolled in Texas public colleges and universities are available on
the Texas Higher Education Coordinating Board (THECB) site at
http://www.txhighereddata.org/generatelinks.cfm?Section=HS2Col.
For more information on the data used in this indicator, contact the Texas Higher Education
Coordinating Board at (512) 427-6153. (Data source: THECB)
Student Information (2021–22)
Please note, the Enrollment section of this report was added beginning with 2019–20. The definitions
below describe the nuances between Membership and Enrollment. If comparing the data shown from
this year’s report to reports prior to 2019–20, use the data displayed under Membership.
Enrollment: Students reported as enrolled as of the last Friday in October (October 29, 2021).
Membership: Membership differs from enrollment, as it does not include those students who are
served for less than two hours per day. A student is in membership if he/she is enrolled and is either
• scheduled to attend at least two hours of instruction each school day or
• participating in an alternative attendance accounting program.
For example, the count of Total Students excludes students who attend a non-public school but receive
some services, such as speech therapy—for less than two hours per day—from their local school district.
Total Students: The total number of public school students who were reported at any grade from early
childhood education through grade 12. (Data source: PEIMS 40110)
Students by Grade: The count of students in each grade divided by the total number of students. (Data
source: PEIMS 40110)
Ethnic Distribution: The number and percentage of students and staff who are identified as belonging to
one of the following groups: African American, Hispanic, white, American Indian, Asian, Pacific Islander,
and two or more races. (Data source: PEIMS 40100, 30040, 30050, 30090)
Male/Female: The number and percentage of students who are identified as male or female. (Data
source: PEIMS 40100)
Economically Disadvantaged: The count and percentage of students eligible for free or reduced-price
lunch or eligible for other public assistance.
number of students eligible for free or reduced-price lunch or other public assistance
total number of students
(Data source: PEIMS 40100 and TEA Student Assessment Division)
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(TAPR) Glossary
Non-Educationally Disadvantaged: Those students not eligible to participate in free or reduced-price
lunch or to receive any other public assistance. This is the complementary count and percentage to
Economically Disadvantaged.
Section 504 Students: The count and percentage of students identified as receiving section 504 services.
(Data source: PEIMS 40110)
Emergent bilingual students/English learner (EB/EL) : The count and percentage of students whose
primary language is other than English and who are in the process of acquiring English. The terms
“English Learner” (EL) and “Emergent Bilingual” (EB) are used interchangeably.
The percentage of EB/ELs is calculated by dividing the number of EB/ELs by the total number of students
in the district or campus. Not all students identified as EB/ELs receive bilingual or English as a second
language instruction. (Data source: TELPAS file)
Students with Disciplinary Placements: The count and percentage of students placed in alternative
education programs under Chapter 37 of the Texas Education Code (Discipline; Law and Order). Districts
report the disciplinary actions taken toward students who are removed from the classroom for at least
one day. Although students can have multiple removals throughout the year, this measure counts
students only once and includes only those whose removal results in a placement in a disciplinary
alternative education program or juvenile justice alternative education program. It is calculated as
follows:
number of students with one or more disciplinary placements
number of students who were in attendance at any time during the school year
For 2021–22, the following 19 disciplinary action codes are included as disciplinary placements: 02, 03,
04, 07, 08, 10, 12, 13, 14, 15, 51, 52, 53, 54, 55, 57, 59, 60, and 61. (Data source: PEIMS 44425)
Students with Dyslexia: The count and percentage of students identified with Dyslexia. (Data source:
PEIMS 40100)
Foster Care: The count and percentage of students identified as in the conservatorship of the
Department of Family and Protective Services (DFPS). (Data source: PEIMS 40100)
Homeless: The count and percentage of students meeting the criteria defined by 42 U.S.C. Section
11434(a), the term “homeless children and youths” —
(A) individuals who lack a fixed, regular, and adequate nighttime residence [within the meaning
of section 11302(a)(1)]; and
(B) includes —
(i) children and youths who are sharing the housing of other persons due to loss of
housing, economic hardship, or a similar reason; are living in motels, hotels, trailer
parks, or camping grounds due to the lack of alternative adequate accommodations; are
living in emergency or transitional shelters;
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(ii) children and youths who have a primary nighttime residence that is a public or
private place not designed for or ordinarily used as a regular sleeping accommodation
for human beings [within the meaning of section 11302(a)(2) (C)];
(iii) children and youths who are living in cars, parks, public spaces, abandoned
buildings, substandard housing, bus or train stations, or similar settings; and
(iv) migratory children (as such term is defined in section 6399 of title 20) who qualify as
homeless for the purposes of this subtitle because the children are living in
circumstances described in clauses (i) through (iii).
(Data source: PEIMS 40100)
Immigrant: The count and percentage of students identified under the definition found under
Title III of the No Child Left Behind Act of 2001 (NCLB), where the term ‘immigrant children and youth’ is
defined as, “individuals who are aged 3 through 21; were not born in any state; and have not been
attending one or more schools in any one or more states for more than 3 full academic years.” The term
‘State’ means each of the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico.
(Data source: PEIMS 40100)
Migrant: The count and percentage of students that meet the following criteria: Student is (ages 3-21),
or the student's parent, spouse, or guardian is a migratory agricultural worker, including a migratory
dairy worker, or a migratory fisher, and who, in the preceding 36 months, in order to obtain, or
accompany such parent, spouse, or guardian in order to obtain, temporary or seasonal employment in
agricultural or fishing work: 1) has moved from one school district to another; or 2) resides in a school
district of more than 15,000 square miles, and migrates a distance of 20 miles or more to a temporary
residence to engage in a fishing activity. (Data source: PEIMS 40100)
Title I: The count and percentage of students participating in a program authorized under Elementary
and Secondary Education Act (ESEA), Title I, Part A of the Improving America's Schools Act. (Data source:
PEIMS 41461)
Military Connected: The count and percentage of students who are dependents of an active duty or
former member of the United States military, the Texas National Guard, or a reserve force of the United
States military, or who are dependents of a member of the United States military, the Texas National
Guard, or a reserve force of the United States military who was killed in the line of duty. (Data source:
PEIMS 40100)
At-Risk: The count and percentage of students identified as being at risk of dropping out of school as
defined by TEC §29.081(d) and (d-1).
number of students in the 2021–22 school year considered as at risk
total number of students
(Data source: PEIMS 40110)
Student by Instructional Program: The count and percentage of students served in programs and/or
courses for bilingual/ESL education, gifted and talented education, or special education. The
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percentages do not total to 100 because students may participate in more than one of these programs.
(Data source: PEIMS 40110, 41163 and 41169)
Students with Disabilities by Type of Primary Disability: The count of students disaggregated by
primary disability. The TAPR and Texas Performance Reporting System (TPRS) uses five categories of
primary disability: Students with Intellectual Disabilities, Students with Physical Disabilities, Students
with Autism, Students with Behavioral Disabilities, and Students with Non-Categorical Early Childhood.
Additional information is provided below.
Students with Intellectual Disabilities (PEIMS disability codes 06, 08, 12, 13)
• 06—Intellectual Disability (ID)
• 08—Learning Disability (LD)
• 12—Developmental Delay (DD)
• 13—Traumatic Brain Injury (TBI)
Students with Physical Disabilities (PEIMS disability codes 01, 03, 04, 05, 09)
• 01—Orthopedic Impairment (OI)
• 03—Auditory Impairment (AI)
• 04—Visual Impairment (VI)
• 05—Deaf-Blind (DB)
• 09—Speech Impairment
Students with Autism (PEIMS disability code 10)
• 10—Autism (AU)
Students with Behavioral Disabilities (PEIMS disability codes 02 and 07)
• 02—Other Health Impairment (OHI)
• 07—Emotional Disturbance (ED)
Students with Noncategorical Early Childhood (PEIMS disability code 14)
• 14—Noncategorical Early Childhood (NCES)
(Data source: PEIMS 41163)
Mobility: The count and percentage of students who have been in membership for less than 83 percent
of the school year (i.e., missed six or more weeks).
number of mobile students in 2020–21
number of students who were in membership at any time during the
2020–21 school year
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This rate is calculated at the state, region, district, and campus level and is disaggregated by
race/ethnicity, economically disadvantaged status, special education status, and emergent bilingual
students/English learner status. The mobility rates shown are based on the count of mobile students
identified at the campus level. The district mobility rate reflects school-to-school mobility within the
same district or from outside the district. The region mobility rate reflects school-to-school mobility
within the same region or from outside the region. (Data source: PEIMS 42400)
Attrition Rates: The percentage of students enrolled in fall 2020–21 who did not return to the same
campus in the fall of 2021–22. This calculation is adjusted to account for the grade levels available to
students at each campus as well as additional factors. For instance, students were excluded from the
calculation if they were enrolled at the highest grade offered at the campus, were not considered to be
in membership for the purposes of calculating average daily attendance for funding purposes or were at
a campus in 2020–21 that was no longer active in 2021–22. Students who were retained in grade,
including those in grade 12, remained in the calculation. Attrition Rate is calculated as follows:
number of students enrolled in fall 2020 – number of students who returned in fall 2021
number of students enrolled in fall 2020
Retention Rates by Grade: The percentage of students in Texas public schools who enrolled in fall 2021
in the same grade in which they were reported for the last six-week period of the prior school year
(2020–21).
the number of students enrolled in the same grade from one school year to the next
the number of students enrolled from one school year who return the next year or who graduate
Special education retention rates are calculated and reported separately because local retention
practices differ for students served by special education.
The TAPR and TPRS show retention rates only for grades K–9. Retention rates for all grades can be found
in Grade-Level Retention in Texas Public Schools, 2020–21, available from TEA. (Data source: PEIMS
40110)
Data Quality (not on campus profile): The percentage of errors made by the district in the PEIMS
Student Leaver Data.
Percent of Underreported Students. Underreported students are 7th–12th graders who were
enrolled at any time during the prior year, who are not accounted for through district records or
TEA processing in the current year, and for whom the district did not submit a leaver record. A
district is required to submit a leaver record for any student served in grades 7–12 the previous
year unless the student received a Texas high school equivalency certificate (TxCHSE) certificate
by August 31, is a previous Texas public school graduate, moved to and enrolled in another Texas
public school district, or returned to the district by the end of the school start window. (For
2020–21 the end of the school-start window was September 25, 2021)
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number of underreported students
number of students in grades 7–12 who were served in the district in the 2020–21 school year
(Data source: Texas High School Equivalency Certificate Information File; PEIMS 40100, 40110, 42400,
and 42500)
Class Size Averages by Grade and Subject: The average class size by grade (elementary) or selected
subjects (secondary classes).
For secondary classes, averages are determined by totaling the number of students served (in a subject
at the campus) and dividing that sum by the count of classes for that subject.
For elementary classes, the average is determined based on the instructional model. If an elementary
teacher teaches all subjects to the same group of fourth graders all day, the class size average is simply
the number of fourth grade students served by that teacher. If an elementary teacher teaches a single
subject to five different sections of fourth graders each day, however, the average is calculated the
same way as for secondary subjects. For example, one fourth grade science teacher teaches five science
classes each day with 18, 20, 19, 21, and 22 students in each class. The total of 100 students divided by
the five classes produces an average class size of 20 students for that teacher.
The following rules apply to the average class sizes:
• Classes identified as serving regular, compensatory/remedial, gifted and talented, career and
technical, and honors students are included in the calculation.
• English language arts (ELA), mathematics, science, social studies, languages other than English,
computer science, and career and technical education are included in the calculation, as are self- contained classrooms.
• Classes where the number of students served is reported as zero are not included.
• Service codes with the “SR” prefix are not included.
• Teacher roles coded as “teacher” and/or “substitute teacher” are included.
• Only class settings coded as “regular class” are included.
• Missing partial FTE counts are not included.
• Elementary classes in which the number of students exceeds 100 are not included.
• Mixed grade-level class averages are not included.
(Data source: PEIMS 30090)
Staff Information (2021–22)
Total Staff: The total count of staff which includes professional staff (teachers, professional support,
administrators), educational aides, and (on the district profile) auxiliary staff. (Data source: PEIMS
30040, 30050, and 30090)
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Professional Staff: The full-time equivalent (FTE) count of teachers, professional support staff, campus
administrators, and on the district profile, central office administrators. Staff are grouped according to
roles as reported in PEIMS. Each type of professional staff is shown as a percentage of the total staff
FTE. See Appendix B for all PEIMS Role IDs. (Data source: PEIMS 30040, 30050, and 30090)
Educational Aides: The count and percentage of paraprofessional staff who are reported with a role of
033 (Educational Aide) or 036 (Certified Interpreter). The FTE counts of educational aides are expressed
as a percentage of the total staff FTEs. See Appendix B for all PEIMS Role IDs. (Data source: PEIMS
30090)
Auxiliary Staff (not on campus profile): The count of full-time equivalent (FTE) staff reported in PEIMS
employment and payroll records who are not reported in the PEIMS 30090 Staff – Responsibilities
record. The auxiliary staff (and educational aide who performs routine classroom tasks under the
general supervision of a certified teacher or teaching team) are expressed as a percentage of total staff.
For auxiliary staff, the FTE is the value of the percentage of day worked. (Data source: PEIMS 30060 and
30090)
Librarians and Counselors (Headcount): The headcount of librarians and counselors is based on full- time equivalent (FTE) for full-time and part-time headcounts. Librarians and counselors are considered
part-time when the FTE count is less than or equal to .85 (For example, if an FTE count is less than or
equal to .85, the part-time headcount is equal to 1).
Librarians and counselors are headcounts, not sums of FTEs. The district headcount is not a sum of the
campus headcount. For example, a counselor spends 50 percent of their time at the elementary (0.50
FTE) and 50 percent of their time at the high school (0.50 FTE). On each of the campus reports, this
counselor will be reflected as 1.0 part-time counselor. On the district report, the counselor will be
reflected as 1.0 full-time counselor since the FTE count is greater than .85 (0.50 FTE plus 0.50 FTE=1.0
FTE). See Appendix B for PEIMS Role IDs (Professional Support Staff). (Data source: PEIMS 30040, 30050,
and 30090)
Total Minority Staff: The total count of minority staff is the sum of the FTE counts for all non-white staff
groups (African American, Hispanic, American Indian, Asian, Pacific Islander, and Two or More Races).
The minority staff FTE count is expressed as a percentage of the total staff FTE. (Data source: PEIMS
30040, 30050, and 30090)
Teachers by Ethnicity and Sex: The counts of teacher FTEs by ethnic group and by sex. Counts are also
expressed as a percentage of the total teacher FTEs. (Data source: PEIMS 30040, 30050, and 30090)
Teachers by Highest Degree Held: The distribution of degrees held by teachers. The FTE counts of
teachers with no degree, a bachelor’s degree, a master’s degree, or a doctorate are expressed as a
percentage of the total teacher FTEs. (Data source: PEIMS 30040, 30050, and 30090)
Teachers by Years of Experience: The FTE count of teachers by total years of experience for the
individual, not necessarily years of experience in the district or campus. Teacher counts within each
range of experience are expressed as a percentage of total teacher FTEs. Teachers are reported with
zero years of experience (first year teachers), 1–5 years, 6–10 years, 11–20 years, 21–30 years, and over
30 years. (Data source: PEIMS 30040, 30050, and 30090)
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Number of Students per Teacher: The total number of students divided by the total teacher FTE count.
(Data source: PEIMS 30040, 30050, and 30090)
Experience of Campus Leadership: The average years of experience for principals and assistant
principals.
Average Years as Principal: The number of completed years of experience as a principal, regardless
of district or interruption in service. These amounts are added together and divided by the
number of all principals reported for the campus.
Average Years as Principal with District: The number of years a principal is employed in the district
regardless of any interruption in service. The amounts are added together and divided by the
number of principals reported for the district.
Average Years as Assistant Principal: The number of completed years of experience as assistant
principal, regardless of district or interruption of service. The amounts are added together and
divided by the number of assistant principals reported for the campus.
Average Years as Assistant Principal with District: The number of years employed as assistant
principal in the district regardless of any interruption in service. These amounts are added
together and divided by the number of assistant principals reported for the district.
(Data source: PEIMS 30050)
Average Years Experience of Teachers: The average number of completed years of professional
experience, regardless of district. Weighted averages are calculated by multiplying each teacher’s FTE
coefficient (1 for a full-time teacher, .75 for a three-quarter-time teacher, and .5 for a half-time teacher,
for example) by his or her years of experience. These amounts are added together and divided by the
sum of all teachers’ FTE coefficients. (Data source: PEIMS 30040, 30050, and 30090)
Average Years Experience of Teachers with District: The average number of years employed in the
district regardless of any interruption in service. Weighted averages are calculated by multiplying each
teacher’s FTE coefficient by his or her years of experience in the district. These amounts are added
together and divided by the sum of all teacher’s coefficients. (Data source: PEIMS 30050)
Average Teacher Salary by Years of Experience (regular duties only): Total pay for all teachers in each
category divided by the total teacher FTE count in that category. For the purpose of this calculation, the
total actual salary amount is pay for regular duties only and does not include supplemental pay. For
teachers who also have non-teaching roles, only the portion of time and pay dedicated to classroom
responsibilities is factored into the average teacher salary calculation. Teachers are reported with zero
years of experience (first year teacher), 1–5 years, 6–10 years, 11–20 years, 21–30 years, and over 30
years. (Data source: PEIMS 30060)
Average Actual Salaries (regular duties only): For each category, the total salary for that category
divided by the total FTE count for that category. Only payment for regular duties is included in the total
salary; supplemental payments for extra duties (e.g., coaching, band and orchestra assignments, club
sponsorships) are not included. See Appendix B for lists of the PEIMS role IDs included in each category.
Teachers. Teachers, special duty teachers, and substitute teachers. Substitute teachers are either
temporarily hired to replace a teacher or hired permanently on an as-needed basis. The District
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Teacher Salary Report and Graph also uses this definition in creating counts for various salary
ranges.
Professional Support. Therapists, nurses, librarians, counselors, and other campus professional
personnel.
Campus Administration (School Leadership). Principals, assistant principals, and other administrators
reported with a specific school ID.
Central Administration (not on campus profile). Superintendents, presidents, chief executive officers,
chief administrative officers, business managers, athletic directors, and other administrators
reported with a central office ID and not a specific school ID.
Instructional Staff Percent (district profile only): The percentage of the district's FTEs whose job function
was to provide classroom instruction directly to students during the 2020–21 school year. The
instructional staff percent is a district-level measure and is calculated as follows:
total number of hours for district staff who were reported under expenditure
object codes 6112, 6119, and 6129, and function codes 11, 12, 13, and 31
total number of hours worked by all district employees
Contact the Division of Financial Compliance at (512) 463-9095 for further details about this measure.
(Data source: PEIMS 30040, 30050, and 30090)
Turnover Rate for Teachers (not on campus profile): The percentage of teachers from the fall of 2020–
21 who were not employed in the district in the fall of 2021–22. It is calculated as the total FTE count of
teachers from the fall of 2020–21 who were not employed in the district in the fall of 2021–22, divided
by the total teacher FTE count for the fall of 2020–21. Staff who remained employed in the district but
not as teachers also count toward teacher turnover. (Data source: PEIMS 30040 and 30090)
Staff Exclusions (not on campus profile): The counts of individuals who serve public school students but
are not included in the FTE totals for any of the other employee statistics. There are two types of these
entries: individuals participating in a shared services arrangement and individuals on contract with the
district to provide instructional services.
Shared Services Arrangement (SSA) Staff are staff who work in schools located in districts other than
their employing district or whose assigned organization (in PEIMS) shows a code of 751, indicating that
they are employed by the fiscal agent of an SSA. Only the portion of a person’s total FTE amount
associated with the school in another district (or with the 751 organization code) is counted as SSA. SSA
staff are grouped into three categories: Professional Staff (which includes teachers, administrators, and
professional support); Educational Aides; and Auxiliary Staff. Note that SSA Auxiliary Staff are identified
by the type of fund from which they are paid.
Contracted Instructional Staff (District and Campus Profiles) refers to counts of instructors for whom the
district has entered into a contractual agreement with some outside organization. Through the contract,
the outside organization has committed to supplying instructional staff for the district. They are never
employees of the reporting school district. (Data source: PEIMS 30055 and 30060)
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Contracted Instructional Staff: The count of individuals who are not regular classroom teachers who
have signed a contract with a district, nor are they shared services arrangement employees. Rather,
these are instructors for whom the district has entered into a contractual agreement with an outside
organization. Through the contract, the outside organization has committed to supplying instructional
staff for the district. They include, but are not limited to, speech therapists, occupational therapists, and
any other professional contracted staff working in a classroom on a dedicated basis. (Data source: PEIMS
30055)
Teachers by Program (population served): The FTE count of teachers categorized by the type of student
populations served: regular, special, compensatory, bilingual/ESL, gifted and talented education
students, and other populations. Teacher FTE values are allocated across population types for teachers
who serve multiple population types. Percentages are expressed as a percentage of total teacher FTEs.
(Data source: PEIMS 30040, 30050, and 30090)
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Appendix A
Advanced Academic Courses
• All courses shown were for the 2019–20 school year.
• An “A” prefix indicates a College Board Advanced Placement course.
• An “I” prefix indicates an International Baccalaureate course.
• Dual credit courses are not specifically shown on this list.
English Language Arts
I3220500 IB LNG A: LANG & LIT STD LEVEL
I3220600 IB LNG A: LANG & LIT HIGH LEVL
I3220700 IB LNG A: LITERATURE STD LEVEL
I3220800 IB LNG A: LITERATURE HIGH LEVL
I3220900 IB LITERATURE & PERF STD LEVEL
I3366020 IB PHILOSOPHY HIGHER LEVEL
03221100 RESEARCH/TECHNICAL WRITING
03221200 CREATIVE WRITING
03221500 LITERARY GENRES (LIT GENR)
03221600 HUMANITIES (FIRST TIME TAKEN)
03221800 INDEP STUDY/ENGLISH (1ST TIME)
03231000 INDEP STUDY/JOURNALISM (1ST)
03231902 ADV BROADCAST JOURNALISM III
03240400 ORAL INTERPRETATION III
03240800 DEBATE III (DEBATE 3)
03241100 PUBLIC SPEAKING III (PUBSPKG3)
03241200 INDEP STUDY/SPEECH (1ST TIME)
A3220100 AP ENGLISH LANGUAGE AND COMP
A3220200 AP ENGLISH LITERATURE AND COMP
Mathematics
A3580110 AP COMPUTER SCIENCE A - MATH
A3580120 AP COMPUTER SCIENCE A - LOTE
I3580310 IB COMP SCI A - HIGHR LVL MATH
I3580320 IB COMP SCI A - HIGHR LVL LOTE
03101100 PRECALCULUS (PRE CALC)
03102500 INDEP STUDY IN MATH (1ST TIME)
03102501 INDEP STUDY IN MATH (2ND TIME)
03580370 DISCRETE MATH FOR COMP SCIENCE
03580395 ROBOTICS PROGRAMMING & DESIGN
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12701410 APPLIED MATH FOR TECH PROFNALS
13001000 MATH APPL IN AG/FOOD/& NAT RES
13016700 ACCOUNTING II
13016900 STAT & BUSNESS DECISION MAKING
13018000 FINANCIAL MATHEMATICS
13020970 MATH FOR MEDICAL PROFESSIONALS
13032950 MANU ENGINEERING TECHNOLOGY II
13036700 ENGINEERING MATHEMATICS
13037050 ROBOTICS II
13037600 DIGITAL ELECTRONICS
A3100101 AP CALCULUS AB
A3100102 AP CALCULUS BC
A3100200 AP STATISTICS (APSTATS)
I3100100 IB MATHEMATICAL STUDIES STAN.
I3100200 IB MATHEMATICS STANDARD LEVEL
I3100300 IB MATHEMATICS HIGHER LEVEL
I3100400 IB FURTHER MTHEMATICS HIGH LVL
I3100500 IB MATH ANALYS & APRCH STD LVL
I3100600 IB MATH ANALYS & APRCH HGH LVL
I3100700 IB MATH APS & INTERPT STD LVL
I3100800 IB MATH APPS & INTERPT HGH LVL
Technology Applications
03580200 COMPUTER SCIENCE I
03580300 COMPUTER SCIENCE II (TACS2)
A3580300 AP COMPUTER SCIENCE PRINCIPLES
I3580200 IB COMPUTER SCIENCE STD LEVEL
I3580400 IB INFO TECH-GLOBL SOC STD LVL
I3580500 IB INFO TECH-GLOBL SOC HIGH LVL
Fine Arts
03150400 MUSIC IV, BAND IV
03150800 MUSIC IV, ORCHESTRA IV
03151200 MUSIC IV, CHOIR IV
03151600 MUSIC IV, JAZZ ENSEMBLE IV
03152000 MUSIC IV, INSTRUMENTL ENSEM IV
03152400 MUSIC IV, VOCAL ENSEMBLE IV
03250400 THEATRE IV, THEATRE ARTS IV
03251000 THEATRE IV, THEATRE PROD IV
03251200 TECHNICAL THEATRE IV (TH4TECH)
03502300 ART IV, DRAWING III
03502400 ART IV, PAINTING III
03502500 ART IV, PRINTMAKING III
03502600 ART IV, FIBERS III
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03502700 ART IV, CERAMICS III
03502800 ART IV, SCULPTURE III
03502900 ART IV, JEWELRY III
03503100 ART IV, PHOTOGRAPHY III
03830400 DANCE IV, PRINCIPLS OF DNCE IV
A3150200 AP MUSIC THEORY
A3500100 AP ART HISTORY
A3500300 AP STUDIO ART:DRWING PORTFOLIO
A3500400 AP STUDIO ART:2-DIM DSGN PORTF
A3500500 AP STUDIO ART:3-DIM DSGN PORTF
I3250200 MUSIC STUDIES, IB MUSIC SL
I3250300 MUSIC STUDIES, IB MUSIC HL
I3600100 ART, IB VISUAL ARTS HL
I3600200 ART, IB VISUAL ARTS SL
I3750200 THEATRE, IB THEATRE SL
I3750300 THEATRE, IB THEATRE HL
I3830100 DANCE, LEVEL III, IB DANCE I
I3830200 DANCE, LEVEL IV, IB DANCE II
I3830300 IB FILM STANDARD LEVEL
I3830400 IB FILM HIGHER LEVEL
Science
I3060001 IB SPRTS EXERS&HLTH SCI ST LVL
I3060002 IB SPRTS EXERS&HLTH SCI HGH LV
13000700 ADVANCED ANIMAL SCIENCE
13002100 ADV PLANT & SOIL SCIENCE
13020600 ANATOMY & PHYSIOLOGY
13020700 MEDICAL MICROBIOLOGY
13020800 PATHOPHYSIOLOGY
13023000 FOOD SCIENCE
13029500 FORENSIC SCIENCE
13036400 BIOTECHNOLOGY I
13036450 BIOTECHNOLOGY II
13037100 PRINCIPLES OF TECHNOLOGY
13037200 SCIENTIFIC RESEARCH & DESIGN
13037210 SCIENTIFIC RESEARCH & DESGN II
13037220 SCIEN RESEARCH & DESIGN III
13037300 ENG DESIGN & PROB SOLVING
13037500 ENGINEERING SCIENCE
A3010200 AP BIOLOGY
A3020000 AP ENVIRONMENTAL SCIENCE
A3040000 AP CHEMISTRY
A3050003 AP PHYSICS 1: ALGEBRA BASED
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I3304200 IB PSYCHOLOGY HIGHER LEVEL
I3366010 IB PHILOSOPHY STANDARD LEVEL
Foreign Language
I3110300 IB LANGUAGE AB INITIO STD LEVL
03110400 LANG O/T ENGLISH IV - ARABIC
03110500 LANG O/T ENGLISH V - ARABIC
03110600 LANG O/T ENGLISH VI - ARABIC
03110700 LANG O/T ENGLISH VII-ARABIC
03110910 SEM LOT, ADV 1ST TIME, ARABIC
03110920 SEM LOT, ADV 2ND TIME, ARABIC
03110930 SEM LOT, ADV 3RD TIME, ARABIC
03120400 LANG O/T ENGLISH IV - JAPANESE
03120500 LANG O/T ENGLISH V-JAPANESE
03120600 LANG O/T ENGLISH VI - JAPANESE
03120700 LANG O/T ENGLISH VII-JAPANESE
03120910 SEM LOT, ADV 1ST TME, JAPANESE
03120920 SEM LOT, ADV 2ND TME, JAPANESE
03120930 SEM LOT, ADV 3RD TME, JAPANESE
03400400 LANG O/T ENGLISH IV - ITALIAN
03400500 LANG O/T ENGLISH V - ITALIAN
03400600 LANG O/T ENGLISH VI - ITALIAN
03400700 LANG O/T ENGLISH VII-ITALIAN
03400910 SEM LOT, ADV 1ST TIME, ITALIAN
03400920 SEM LOT, ADV 2ND TIME, ITALIAN
03400930 SEM LOT, ADV 3RD TIME, ITALIAN
03410400 LANG O/T ENGLISH IV - FRENCH
03410500 LANG O/T ENGLISH V - FRENCH
03410600 LANG O/T ENGLISH VI - FRENCH
03410700 LANG O/T ENGLISH VII - FRENCH
03410910 SEM LOT, ADV 1ST TIME, FRENCH
03410920 SEM LOT, ADV 2ND TIME, FRENCH
03410930 SEM LOT, ADV 3RD TIME, FRENCH
03420400 LANG O/T ENGLISH IV - GERMAN
03420500 LANG O/T ENGLISH V - GERMAN
03420600 LANG O/T ENGLISH VI - GERMAN
03420700 LANG O/T ENGLISH VII - GERMAN
03420910 SEM LOT, ADV 1ST TIME, GERMAN
03420920 SEM LOT, ADV 2ND TIME, GERMAN
03420930 SEM LOT, ADV 3RD TIME, GERMAN
03430400 LOTE CLASSIC LNG, LVL IV LATIN
03430500 LOTE CLASSIC LNG, LVL V LATIN
03430600 LOTE CLASSIC LNG, LVL VI LATIN
03430700 LOTE CLASSIC LNG LVL VII LATIN
03440400 LANG O/T ENGLISH IV - SPANISH
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2021–22 Texas Academic Performance Report
(TAPR) Glossary
03440440 SPANISH FOR SPAN SPEAKERS LVL4
03440500 LANG O/T ENGLISH V - SPANISH
03440600 LANG O/T ENGLISH VI - SPANISH
03440700 LANG O/T ENGLISH VII - SPANISH
03440910 SEM LOT, ADV 1ST TIME, SPANISH
03440920 SEM LOT, ADV 2ND TIME, SPANISH
03440930 SEM LOT, ADV 3RD TIME, SPANISH
03450400 LANG O/T ENGLISH IV - RUSSIAN
03450500 LANG O/T ENGLISH V - RUSSIAN
03450600 LANG O/T ENGLISH VI - RUSSIAN
03450700 LANG O/T ENGLISH VII-RUSSIAN
03450910 SEM LOT, ADV 1ST TIME, RUSSIAN
03450920 SEM LOT, ADV 2ND TIME, RUSSIAN
03450930 SEM LOT, ADV 3RD TIME, RUSSIAN
03470400 LANG O/T ENGLISH IV PORTUGUESE
03470500 LANG O/T ENGLISH V PORTUGUESE
03470600 LANG O/T ENGLISH VI PORTUGUESE
03470700 LANG O/T ENGLISH VII-PORTUGUES
03470910 SEM LOT, ADV 1ST TIME, PORTUGE
03470920 SEM LOT, ADV 2ND TIME, PORTUGE
03470930 SEM LOT, ADV 3RD TIME, PORTUGE
03490400 LANG O/T ENGLISH IV - CHINESE
03490500 LANG O/T ENGLISH V - CHINESE
03490600 LANG O/T ENGLISH VI - CHINESE
03490700 LANG O/T ENGLISH VII-CHINESE
03490910 SEM LOT, ADV 1ST TIME, CHINESE
03490920 SEM LOT, ADV 2ND TIME, CHINESE
03490930 SEM LOT, ADV 3RD TIME, CHINESE
03510400 LNG OTH THN ENG LVL IV VIETNAM
03510500 LNG OTH THN ENG LVL V VIETNAM
03510600 LNG OTH THN ENG LVL VI VIETNAM
03510700 LNG OTH THN EN LVL VII VIETNAM
03510910 SEM LOT, ADV 1ST TIME, VIETNAM
03510920 SEM LOT, ADV 2ND TIME, VIETNAM
03510930 SEM LOT, ADV 3RD TIME, VIETNAM
03520400 LANG OTHR THN ENG LVL IV HINDI
03520500 LANG OTHR THAN ENG LVL V HINDI
03520600 LANG OTHR THN ENG LVL VI HINDI
03520700 LANG OTH THN ENG LVL VII HINDI
03520910 SEM LOT, ADV 1ST TIME, HINDI
03520920 SEM LOT, ADV 2ND TIME, HINDI
03520930 SEM LOT, ADV 3RD TIME, HINDI
03530910 SEM LOT, ADV 1ST TIME, URDU
03530920 SEM LOT, ADV 2ND TIME, URDU
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