Overview of Draft state accountability plan

The following is a description of Texas's draft proposed state accountability plan as of February 2018. The plan is still evolving as TEA is currently seeking stakeholder input, with a revised plan expected to be released in March.

Domain 1: Student Achievement

Elementary and Middle School

Indicators: all students on all STAAR subjects (including STAAR A, STAAR Alt 2, English Learner) performance measure.

Domain score calculation: average of number/percent of students scoring Approaches, Meets, and Masters. The average must be at least 60 in order to achieve an A. 

High School

Indicators: STAAR, graduation rates, and College/Career/Military Readiness (CCMR) indicators.

For purposes of Domain 1, the CCMR indicators are:

  • Students who meet Texas Success Initiative (TSI) benchmarks in reading and mathematics
  • Students who satisfy relevant performance standards on AP (or similar) exams
  • Students who earn dual course credits
  • Students who enlist in the military
  • Students who earn an industry certification
  • Students admitted into postsecondary certification programs that require as a prerequisite for entrance successful performance at the secondary level
  • Students who successfully complete a college preparatory course
  • Students who successfully meet the standards on a composite of indicators that indicate the student’s preparation to enroll and succeed, without remediation, in an entry-level general education course for a baccalaureate or associate degree
  • Students who successfully complete an OnRamps dual enrollment course
  • Students who are awarded an associate’s degree while in high school

Computing CCMR indicators: denominator comprising all annual graduates, numerator comprising every student who accomplishes any one indicator.

Domain score calculation: STAAR= 45%, CCMR = 45%, Grad rates = 10%.

Domain 2: School Progress

Part A: Student growth 

Takes into account STAAR progress measure (used for both regular and EL students) on STAAR reading and math tests, including STAAR-Alt 2 and STAAR A.

Computing Part A score: Numerator comprising calculation based on point system in which schools earn 0, 1/2 , or 1 point based on which of 20 scenarios a student’s performance on reading/Math STAAR compared to the student’s performance on the reading/Math STAAR the previous year falls into. Denominator is the number of all reading/math tests taken.

Part B: Relative Performance

Compares a school’s Domain 1/Student Achievement score against the percentage of economically disadvantaged students in the school, then compares that performance against like campus types (elementary, middle school, high school, schools in alternative education accountability system).

Computing Part B score: school performance on Domain 1/Student Achievement is compared to the percentage of economically disadvantaged students in the school, representing a point on a scatter plot along with the performance of other like campus types on these same measures. A trend line representing the average of this comparison will be drawn across the scatter plot. A school’s Part B score will be determined based on where the school’s performance falls within a series of “A-F” bands which will be established based on sliding cut points (TBD) above and below the average line.

Domain Score calculation: TEA proposing averaging Part A and Part B equally.

Domain 3: Closing the Gaps


Academic Achievement in Reading, Math (required by ESSA): Percentage of assessments at/above Meets Grade Level for all students/subgroups;

Growth in Reading/Math for elementary, middle school (required by ESSA): same as Domain 2/School Progress, Part A/Student Growth);

Graduation rates (required by ESSA): uses federal definition of graduation rates for purposes of ESSA, while using NCES definition, along with certain exclusions for state accountability purposes, as required by state law;

EL proficiency status (required by ESSA): TELPAS progress rate;

School Quality/Student Success (required by ESSA):

  • High School = CCMR: same as for Domain 1 except for TSI measure, which only requires meeting TSI benchmarks in reading or mathematics;
  • Elementary/Middle School: Domain 1/Student Achievement: includes average of 3 performance levels (Approaches, Meets, Masters) on all STAAR tests for all students assessed on a campus.

Domain score calculation: Long-term/interim performance targets/goals have been established by TEA for each of the above indicators for each of the required student subgroups.

TEA proposing weighting the indicators as follows:

Overall Domain 3 score: TEA posing the following: A weighted average of the indicators computed from the number of items meeting targets divided by the number of items evaluated. The weighted average will be scaled to grades A (90-100), B (80-89), C (70-79), D (60-69), and F (0-60) by creating grade cut points based on 2017 data.

Overall Ratings

TEA proposing:

  1. Establish 0-100 scale for each domain outcome
  2. Average School Progress Domain, Part A and Part B, equally
  3. Determine “best of” Domain 1/Student Achievement scale score and Domain 2/School Progress scale score
  4. Weight outcome for Step 4 by 70 percent
  5. Weight Closing the Gaps scale score by 30 percent.

Scores are scaled to segments of 90-100, 80-89, 70-79, 60-69, and below 60 based on raw score cut points based on a 10-20-40-20-10 percent distribution from 2017 data. For example, elementary domain 1 STAAR scores the raw score cut points are 60-100, 53-59, 40-52, 32-39, and below 32. If a campus has a Domain 1 STAAR score was 58, the scaled score would be 88. Formulaically, 88 = 89 - 9*(59 - 58)/(59 - 53), rounded to the nearest whole number

Local accountability systems:

School districts can adopt local accountability systems for campuses rated “C” or higher; school districts can award ratings under local accountability system, but the ratings must include the three domain performance ratings assigned to the campus by TEA to count for at least 50% of a campus’s overall rating.

Identification of bottom 5% of Title I schools and any high school failing to graduate at least 67 percent of students for comprehensive support/intervention (required by ESSA)

TEA proposing that the weighted average for Domain 3 which is scaled to grades A (90-100), B (80-89), C (70-79), D (60-69), and F (0-60) by creating grade cut points based on 2017 data will be used to determine the lowest 5% of schools.

Campuses that do not rank in the bottom five percent of the Closing the Gaps domain for two consecutive years and have increased a letter grade (for example, from F to D or from D to C) on the Closing the Gaps domain will be considered as having successfully exited comprehensive support status.

If a campus does not obtain a 67 percent four-year graduation rate for the All Students group, the campus will be automatically identified for comprehensive support and improvement.

Any Title I campus identified for targeted support and improvement for three consecutive years will be identified for comprehensive support and improvement the following school year.

TEA will annually identify campuses for comprehensive support and intervention beginning with the August 2018 accountability release, which is based on School Year 2017-2018 performance data. 

Identification of schools for Targeted Support/Intervention (required by ESSA)

Student group achievement will be monitored annually through the Closing the Gaps domain.

Any campus that has one or more achievement gap(s) between individual student groups and the interim goals will be identified for targeted support and improvement.

TEA defines “consistently underperforming” as a school having one or more student groups that do not meet interim benchmark goals for three consecutive years.