• 2016–17 Texas Performance Reporting System

     

    The most comprehensive state academic accountability report published by TEA, the Texas Performance Reporting System (TPRS) combines information previously released in the 2017 state accountability reports, the Texas Academic Performance Reports (TAPR), and the School Report Card. It also includes results for student groups not previously reported. 

    2016-2017 Wolfe City Elementary Report

    2016-2017 Wolfe City Middle School Report

    2016-2017 Wolfe City High School Report

    2016-2017 Wolfe City ISD Report

    2016-2017 Region 10 Report

    2016-2017 State Report

    The information below describes what comprises the TPRS and explains which student groups are included in each section of the TPRS.


    STAAR Performance Results—All Students (all students, whether or not they were part of the accountability subset)

    TAB 1 TAPR Student Groups
    All Students, African American, Hispanic, White, American Indian, Asian, Pacific Islander, Two or More Races, Special Education, Economically Disadvantaged, and English Language Learners (ELL)
    TAB 2 Additional Student Groups
    Economically Disadvantaged, Non-Economically Disadvantaged, Male, Female, Special Education, Non-Special Education, At Risk, Non-At Risk, Migrant, and Non-Migrant

     

    STAAR Performance Results—Accountability Subset (only those students included in the accountability subset)

    TAB 3

    TAPR Student Groups

    All Students, African American, Hispanic, White, American Indian, Asian, Pacific Islander, Two or More Races, Special Education, Economically Disadvantaged, and English Language Learners (ELL)
    TAB 4

    Additional Student Groups

    Economically Disadvantaged, Non-Economically Disadvantaged, Male, Female, Special Education, Non-Special Education, At Risk, Non-At Risk, Migrant, and Non-Migrant
    TAB 5

    English Language Learners (ELL) and Career and Technical Education (CTE) Student Groups

    English Language Learners (ELL), Non-ELL, First-Year Monitored Limited English Proficient (LEP), Second-year Monitored LEP, Career and Technical Education (CTE) Coherent Sequence, Non-CTE, and CTE Elective
    TAB 6

    Bilingual Education (BE)/English as a Second Language (ESL) Student Groups

    BE Program Total, Transitional BE/Early Exit, Transitional BE/Late Exit, Dual Language Immersion/Two-Way, Dual Language Immersion/One-Way, ESL Program Total, ESL/Content-Based, ESL/Pull-Out, LEP Students Not Served by BE/ESL Instruction, LEP Students Served by BE/ESL Instruction, and Total ELL

     

    STAAR Participation Results (all students, whether or not they were part of the accountability subset)

    Reported by subject with all grades combined

    TAB 7 TAPR Student Groups
    All Students, African American, Hispanic, White, American Indian, Asian, Pacific Islander, Two or More Races, Special Education, Economically Disadvantaged, and English Language Learners.
    TAB 8 Additional Student Groups
    Economically Disadvantaged, Non-Economically Disadvantaged, Male, Female, Special Education, Non-Special Education, At Risk, Non-At Risk, Migrant, and Non-Migrant.
    TAB 9 TAPR Student Groups (Only those students receiving special education services)
    All Students served in Special Education, African American, Hispanic, White, American Indian, Asian, Pacific Islander, Two or More Races, Economically Disadvantaged, and English Language Learners (ELL)
    TAB 10 Additional Student Groups(Only those students receiving special education services)
    Economically Disadvantaged, Non-Economically Disadvantaged, Male, Female, At Risk, Non-At Risk, Migrant, and Non-Migrant

     

    Other Reports

    TAB 11

    Postsecondary Readiness Indicators 
    Reported by TAPR student group when available

    • Attendance Rates
    • Annual Dropout Rates
    • Longitudinal Rates
    • RHSP/DAP Graduates
    • FHSP-E Graduates
    • FHSP-DLA Graduates
    • RHSP/DAP/FHSP-E/FHSP-DLA Graduates
    • Advanced/Dual Credit Course Completion
    • College-Ready Graduates
    • College and Career Ready Graduates
    • Texas Success Initiative Assessment (TSIA)
    • Completion of Two or More Advanced/Dual Credit Courses
    • Completion of Twelve or More Hours of Postsecondary Credit
    • AP/IB Course Completion
    • CTE Coherent Sequence Graduates
    • AP/IB Results (Participation)
    • AP/IB Results (Examinees >= Criterion)
    • SAT/ACT Results
    • SAT Average Score
    • ACT Average Score
    • Graduates Enrolled an Institution of Higher Education (IHE) in Texas
    • Graduates in a Texas IHE Who Complete at least One Year Without Remediation
    TAB 12 Profile
    • Student Information
    • Staff Information
    TAB 13 Report Cards
    • Texas Academic Performance Report (TAPR)
    • School Report Cards
    • National Assessment of Educational Progress
    • Federal Report Card