Hays CISD - Greater San Marcos Partnership

Transcription

Austin Chamber of Commerce in
Conjunction with Buda Economic
Development Corporation, Buda Area
Chamber of Commerce and Kyle Area
Chamber of Commerce Presents:
Hays CISD
About the Austin
Chamber Education
Progress Report
The Education Progress Report,
now in its seventh year of publication, is developed and issued
annually by the Greater Austin
Chamber of Commerce’s Education
Progress Report Task Force. Eleven
Central Texas school districts and
their local Chambers of Commerce
and Economic Development Boards
participated this year. The report
focuses on high school graduation,
college and career readiness, and
college enrollment rates which are
closely tied to the workforce talent
and in turn, economic development
in the region. It also serves as a
tool for the community to track and
assess school district performance
trends. Additional indicators in the
report give a comprehensive view of
how the district is performing overall
and gives further insight to predicting success for a future cohort of
students leading up to high school.
For more information, contact
Austin Chamber of Commerce
Senior Vice President for
Education and Talent Development
Drew Scheberle at 512.322.5628
or [email protected]
The Education Progress Reports
can be downloaded at
www.austinchamber.com/edureports
Progress
2011
Education Progress Report
Do you know
How Many
Graduates
Were Ready For The
Workplace?
Current Stats: A Snapshot
Hays CISD 2010-2011
Enrollment............................................................................................................................................................................. 15,262
African American........................................................................................................................................................................ 4%
Hispanic........................................................................................................................................................................................ 61%
White.............................................................................................................................................................................................. 33%
Percent Economically Disadvantaged............................................................................................................................ 49%
Percent English Language Learners............................................................................................................................... 14%
2011 Graduates.........................................................................................................................................................................751
Number of Campuses.................................................................................................................................................................23
Number of Employees........................................................................................................................................................ 2,212
Community/Business Involvement......................................................................................................................... $85,000
2011-2012 Tax Rate ($ per $100 valuation).......................................................................................................... $1.4613
Operations Budget without State Recapture.......................................................................................$116,066,205
Operations Budget with State Recapture (If applicable)............................................................................................. N/A
Average Percent Daily Attendance for Grades 6 - 12........................................................................................... 95%
Percent of Graduates who took SAT or ACT Exam (Note: Indicator lags one year)........................................... 64%
Average Teacher Salary................................................................................................................................................ $43,803
Average Teacher Years of Experience................................................................................................................................ 9.1
Source: Public Education Information Management Systems (PEIMS), Academic Excellence Indicator System (AEIS), Local budget data
A Letter t o the C o mm u n it y
Dear Hays CISD Community
We all want the best for our children.
In the nearly two decades since our Class of
2012 was born, Central Texas’ economy has
changed significantly. If we look into a crystal
ball, we only see change accelerating: more
information to process, more complex content,
constant collaboration...all on fewer resources.
One in eight Central Texas jobs are in high
tech: for example, medical devices, clean energy,
advanced manufacturing, mobile applications,
creative media, network or cloud computing. These jobs represent more than 25% of our
region’s payroll. Paradoxically, some of these
industries displace more traditional industries
or shrink costs, thereby reducing other types of
jobs. We embrace the future or technology will
leave us behind.
Business owners grow their companies here
in Central Texas because they can find quality
public education for their employees’ children,
quality talent, a vibrant culture, a supportive
environment for start-up companies and a lower
cost to do business. These same companies are
also courted by other cities, states and countries
with similar advantages, and
some with different, and
sometimes, better amenities.
The Austin Chamber
of Commerce, along with
regional Chambers and
economic development
corporations, are committed
to helping local companies
compete in national and
global markets and grow and
create jobs for our people. We
are also committed to helping
our young people prepare for
Twenty First Century jobs.
We also actively recruit
companies like Apple and
Hanger Orthopedic to move
and grow jobs here. Site
selectors, those who advise
Bill Stotesbery
Task Force Chair
2
companies on where to locate divisions, operations and headquarters, rank talent opportunities
based on:
• Bachelor, associate and certificate completers,
especially in STEM fields;
• High school graduate direct enrollment rates in
post-secondary education;
• High school graduate college and/or highperformance workplace readiness rates; and
• High school graduation rates.
This printed report focuses on the last three items. This summer, Central Texas School Trustees will
adopt FY13 budgets with per pupil cuts of up to
8.7% compared to two school years ago. Leaders
face a deepening challenge: build support for
those compensation and management strategies
which prepare an increasing percentage of
students for post-secondary education and the
high performance workplace while also providing
the academic, athletic, technical and fine arts
offerings of a well-rounded education. To send a clear message to the community,
district superintendents and Trustees should set
specific, aggressive goals, and justifying shifting
resources and stressing transparency and
accountability. In turn, the business community
should support their accomplishments.
In preparing this report, school districts
collaborated with their local business leadership,
celebrating progress and targeting areas which
need improvement. These districts have chosen
to make tough, bold decisions. The recommendations in this report are developed through
meaningful discussions with the Buda Economic
Development Corporation, Buda Area Chamber
of Commerce, Kyle Area Chamber of Commerce
and the Austin Chamber of Commerce. Our
hope is this report will spur further discussions
and actions within your community to help Hays
CISD in areas in need of improvement and in
their efforts to educate our future workforce.
Shaun Cranston
Task Force Vice Chair
Austin Chamber of Commerce >>> Hays CISD 2011 Education PROGRESS report >>> www.austinchamber.com/edureports
ABOUT HAYS CISD
PROGRESS OVERVIEW
Hays Consolidated Independent School District is
a growing school system located in north Central
Hays County, with 23 campuses located in the Kyle
and Buda communities. The district, where student
enrollment has increased by about 30 percent in
the past several years, spans more than 221 square
miles and draws more than 15,000 students.
Hays CISD offers a dual-language magnet
program that instructs students in English and
Spanish at two elementary schools; a STEM
magnet program (STEM stands for science,
technology, engineering and mathematics) for
4th- and 5th-grade students at two elementary
schools, Advanced Placement courses and the
STEM-focused Project Lead the Way designation
at the secondary campuses.
Both Lehman and Hays high schools offer a
rigorous core curriculum, athletic programs and
award-winning music and theater programs,
which are accompanied by a state-of-the-art
Performing Arts Center. Lehman High School
features a mariachi band and health science,
culinary arts and Navy JROTC programs. Hays
High School features a nationally renowned
debate team, a state award winning band program
and a Marine JROTC program.
District leaders, in an effort to boost Hays
CISD’s graduation and direct-to-college enrollment
rates, provide flexible learning hours for students
who are behind, as well as courses that result
in high school and college credit through a
strengthened partnership with Austin Community
College. These efforts, along with Project Hope,
a coordinated effort for dropout prevention, have
brought about increases in the Hays CISD graduation rate. Recognizing the impact of good health
and nutrition on the well being of all members
of the school community, Hays CISD has made
fitness and nutrition a priority for both students
and staff by instituting the Superintendent’s
Fitness Challenge for district employees and by
making salad bars available in school cafeterias.
Partnerships with area businesses, including
the Chambers of Commerce and Economic
Development Corporations in Kyle and Buda,
encourage students to become life-long learners
and extraordinary citizens. The Chambers have
lent support to various district events and sit on
campus leadership teams and the district’s education foundation, among other organizations.
The Central Texas economy depends in part
on whether large percentages of high school
graduates are ready for, enroll directly in and
complete higher education. Hays CISD have
about half of its student population on free
and reduced meals and nearly one-sixth are
learning English as a second language.
One of the most challenging issues faced
by a majority of Hays CISD families is access to
personal transportation. Administrators in the
district set up a task force to address this issue.
Another major initiative of Superintendent Lyon is
to introduce more health and wellness programs
in the district as this also affects
student achievement.
Hays CISD is among the fastest-growing
school districts in Texas. Its enrollment has
doubled to 15,300. Two-thirds of Hays CISD
students are Hispanic. Rapid growth in students
with Hispanic background has increased the
district’s need for Hispanic business mentors with
Spanish speaking ability. The annual Dia De Los
Muertos Mariachi Extravaganza also serves to
celebrate the culture of this growing community.
Through conservative budgeting in FY12
the district does not expect any cuts in the
next fiscal year. Hays CISD was one of the few
districts last year to set over 60 specific goals
covering various subjects, grades and student
groups that are measured in this report. The
district either met or exceeded about 26
percent of those goals.
In February, the U.S. Department of Justice
approved changes in Hays CISD School Board
single-member district boundaries and necessary polling location adjustments. Every ten
years, following the national Census, the school
district is required to re-balance the School
Board single-member district populations so
that they are each roughly about the same size.
These changes will affect the May 2012
School Board election. Some residents will be
in new single-member districts. Additionally,
the Buda City Hall is no longer an early voting
or election day location since the city has
moved its elections to November. The new
voting location on election day for residents
in single-member district 3 is Chapa Middle
School. All voters can still cast ballots during
the early voting period at the Hays CISD Central
Office and Kyle City Hall.
Source: Text provided by Hays CISD
District 3 incumbent Bert Bronaugh Jr. will
be facing Robert Limon at the May 12, 2012
election. Doug Ragsdale, Eric John and Holly
Smith Raymond have all signed up to run for
the at-large position currently held by Patti
Wood, who is not seeking another term.
Task Force
Recommends That
Hays CISD
Continues To:
Evaluate
existing strategies to
increase the percentage of college- and
career-ready graduates and enhance those
strategies in an effort to accelerate gains.
Adopt
a plan which will include
direct-to-college enrollment.
Support
existing strategies for
increasing the percentage of students
who graduate high school in four years
and enhance the strategies in an effort to
accelerate gains.
Create
a summary of and publicize
the district’s annual graduation, direct-tocollege and college-and-career readiness
performance goals, as well as on-going efforts
for continued improvement in those areas.
Direct
sufficient resources to further
improve graduation, direct-to-college and
college-and-career readiness efforts.
Set
as their goal that 80 percent of
the district’s English Language Learners will
pass the Texas Assessment of Knowledge and
Skills or make adequate progress on the Texas
English Language Proficiency Assessment, a
goal that far exceeds the state requirement for
“recognized” status.
Look
to innovative compensation
approaches, including strategic compensation,
as a way to help accelerate performance gains
in graduation, direct-to-college enrollment,
and college and career readiness.
www.austinchamber.com/edureports >>> Hays CISD 2011 Education PROGRESS report >>> Austin Chamber of Commerce
3
How Many Graduates Enrolled in College?
54%
The chart below shows the percentage of high school graduates that enrolled in community colleges or four-year,
degree-granting institutions, in Texas or outside of the state, by the fall following graduation.
Source: Ray Marshall Center for the Study of Human Resources, The University of Texas at Austin
Percentage of Graduates Enrolled in College Directly after High School
Percentage of Graduates Enrolled in College after High School
of students, or approximately 405
students, in the Class of 2010
directly enroll in college, by the fall
after graduation. Research indicates
that students who enroll directly in
college after high school are more
likely to complete their studies. Hays
CISD did largely shield programmatic
efforts to improve direct-to-college
enrollment in the tough budget
environment and now needs to look
at approaches to accelerate progress.
100
percentage of graduates
80
60
100
54
55
51
40
percentage of graduates
80
20
60
0
All40Students 51
55
2008
51
2009
55
54
All Students
2010
54
20
0
HOW MANY
GRADUATES
WERE
FOR COLLEGE?
2008
2009 READY2010
All Students
Students are considered ready for success for higher education
or the high-performance workplace if they meet or
exceed the performance standards below, which are based on state college readiness indicators. Students who do
not meet these standards must take remedial classes, if they enroll in Texas public colleges or universities.
49%
of students in the Class of 2010
were college-and career-ready
in both English language arts
and math, an increase of 6%
compared to the previous year.
The steady increases can be
attributed to early intervention by
district staff and administrators
in identifying and helping students recognize the importance
of these tests as early as 10th
grade through Preliminary SAT
tests administered thoughout the
district as well as new curriculum
implementation.
English Language Arts (ELA):
Math:
•Scale score of at
least 2200
on the English
language
arts for Higher
•Scale
score or
ofthe
at least
2200 on the
math exit-level
Percentage
of Students
Academically
Prepared
Education
High Performance
Workplace
exit-level TAKS, with a 3 or higher on the essay; OR
TAKS; OR
100
•SAT composite score of at least 1070, with a minimum
•SAT composite score of at least 1070, with a
2010
of 500 on the critical reading component; OR
minimum of 500 on the math component; OR
•ACT composite
score
of
at
least
23,
with
a
minimum
•ACT
composite
score
of
at
least
23,
with
a
minimum
80
2009
of 19 on the English component
of 19 on the math component
77
Source: AEIS (College-Ready Graduates)
60
Percentage
of Students
Academically
Prepared
for
HigherWorkplace
Education
66 Prepared
Percentage
of Students
Academically
for Higher Education
or the High
Performance
100
80
56
40
the High-Performance Workplace
54
56
48
42
31
20
38
43
49
2007
2010
2009
77
60
2008
66
0
56
40
59
% ELA
61
54
48
56Math
%
42
31
20
38
% Both
49
43
0
% ELA
4
or
59
2008
61
% Math
% Both
2007
WHO GRADUATED HIGH SCHOOL IN FOUR YEARS?
High school graduation is achieved when a student earns a high school diploma and passes exit tests – English language arts,
math, science and social studies – within four years of first entering the ninth grade. GED recipients and students who need
longer are not counted as graduates under this definition. The definition of a drop-out changed in the 2005-2006 school year.
As such, the 2006-2009 rates are not directly comparable to each other because not all data used to prepare the graduation
rates for each of those years were prepared under a uniform methodology. However, data released for the Class of 2010 will be
comparable to data for the Class of 2009.
Source: AEIS (Completion/Student Status Rate: Percent Graduated)
Percentage of Students who Graduated in Four Years
Percentage of Graduates Who Graduated in Four Years
100
80
All Students
African American
Asian/Pacific Islander
Hispanic
White
All
Students Disadvantaged
Economically
African American
Hispanic
Percentage of Graduates Who Graduated in Four Years
60
100
40
80
20
60
0
40
White
2007
2008
2009
2010
Economically Disadvantaged
All Students
84777780
20
African American
89848184
Asian/Pacific IslanderN/A N/AN/AN/A
0
Hispanic 77706972
White
91858691
2007
2008
2009
2010
73737377
80%
of students in the Class of
2010 graduated from high
school within four years, a
3% increase compared to the
prior year. Hays CISD had
anticipated a rise in graduation
rates due to implementation
of a new curriculum and the
increase in 2010 is a positive
sign. Though Hispanic and
students continue to lag
behind White students, the
district’s concerted effort
through Project Hope aims
to improve the district’s high
school completion rate through
dropout prevention efforts.
WHO PASSED THE GRADUATION TESTS ON TIME?
The chart below shows the percentage of students who passed all four TAKS graduation tests, called exit-level
Cumulative
on Exit-Level
TAKS (Allcorrectly
Sections for a student
tests, before the end of the 12th grade. The number
of itemsPass
thatRate
needed
to be answered
to have met the passing standard increased each year for the Classes of 2005 - 2007. Thereafter, the passing
standard remained the same.
100
Source: AEIS (Exit-level TAKS) In 2011, for the first time, results on TAKS-M
and TAKS-Alt assessments for all grades and subjects are included in determining the 2011 accountability ratings.
Pass RateTAKS
on Exit-Level
TAKS (All Sections
Cumulative Pass 80
RateCumulative
on Exit-Level
(All Sections)
All Students
African American
Hispanic
White
All
Students Disadvantaged
Economically
African American
Hispanic
White
60
100
40
80
20
60
0
40
2007
2008
2009
2010
2011
20
0
2007
2008
2009
2010
2011
All Students
87878588 93
African American
83878690 81
Asian/Pacific IslanderN/A N/AN/AN/AN/A
Hispanic 80838084 92
White
94939294 96
76827781 91
93%
of all students passed each of the
four required Texas Assessment of
Knowledge and Skills graduation
tests in 2011, an increase of 5%
compared to the previous year. The
achievement gap between White
students and other student groups
has narrowed considerably.
Note: Dramatic increases
and decreases seen throughout
this report for the African
American student group can be
attributed to their small number
as they account for only 4% of
the total student population.
5
HOW WELL CAN THEY WRITE?
69%
of all high school juniors
demonstrated college level
readiness in writing, an increase
of 11%, compared to the previous year. This can be attributed
to a focus on writing and an
increase in writing workshops
within English Language Arts
classes in Hays CISD.
The chart below shows the percentage of high school juniors who scored a zero, one, two, three or four on the
written composition component of the graduation English language arts TAKS. A student passes with a score of
two or higher and demonstrates college/career readiness in writing with a score of three or higher.
Source: TAKS Reports. Percentage may not sum to 100 due to rounding.
Percentage of High School Juniors who Scored Between 0 and 4 on Writing Test
100
4
3
College-
2Ready
4
3
1
2
0
1
100
80
80
60
0
60
40
40
20
20
0
0
2007 2007
2008 2008
2009 200920102010 2011
2011
4666119
3 4347584760
2 4438313530
167462
011000
HOW MANY JUNIORS EARNED THE HIGHEST LEVEL OF PERFORMANCE ON THE TAKS?
Students who score at or above the Commended Performance level, represented by a scale score of 2400 or
above, on the graduation TAKS have shown a thorough understanding of grade-level knowledge and skills, beyond
the college/career readiness threshold level. The chart below shows Commended Performance results on the four
graduation tests.
Source: TAKS Reports
Percentage of Juniors Who Met Commended Performance Standard
Percentage
Juniors
Who Met Commended
PerformanceStandard
Standard
Percentage of Juniors
Who ofMet
Commended
Performance
100
English
Math
100
Science
English
Social Studies
80
Math
Science
58%
of students taking the exit-level
TAKS tests scored at a higher
commended performance level on
social studies, 24% on science,
18% on math and 17% on
English language arts in 2011.
6
60
80
60
40
20
Social Studies
40
20
0
2007
2008
2009
2010
2011
0
English Language Arts
Math
Science
Social Studies
2007
2008
2009
2010
2011
24202931 17
11172220 18
119171824
36354957 58
M idd l e S ch o o l
HOW MANY 8TH GRADERS PASSED TAKS BY SUBJECT AREA?
Students who score at or above the Met Standard level possess an understanding of the material taught in eighth
grade and demonstrate the ability to matriculate to the next grade level.
Source: TAKS reports (cumulative score for reading and math only). In 2011 for the first time, results on TAKS-M
and TAKS-Alt assessments for all grades and subjects are included in determining the 2011 accountability ratings
Percentage of Eighth-Graders Who Met Passing Standards
100
80
All Tests Taken
Reading
60
Math
Science
40
Social Studies
20
72%
of eighth-graders in 2011
demonstrated they were ready
for high school level work in all
areas with notable improvements for all subjects since
2007. Nearly all middle school
students are ready for English
1 and Algebra 1 in 9th grade.
Science has been making slow
but steady improvement.
0
100
All TestsAllTaken
Tests Taken
Reading
Reading
Math
Math
Science
Science
Social Studies
Social Studies
80
60
40
2007
2008
2009
2010
2011
5869697072
8996979598
7985929295
6677747981
8594949498
20
Percentage of Eighth-Graders Who Met Panel Recommendation Reading TAKS (Cumulative)
0
HOW MANY
8TH100GRADERS
WERE
READY
FOR HIGH
2007
2008
2009
2010
SCHOOL?
2011
80eighth-graders who met or exceeded the TAKS performance standards
Students the percentage of
This measureAlldisplays
African
American
set by a State Board of Education-appointed panel, thus the “Panel-Recommended” standard. These students
60 course work.
Asian/Pacificfor
Islander
are deemed prepared
high school-level
Hispanic
40
White
Percentage of Eighth-Graders Who Met Panel Recommendation Reading TAKS (Cumulative)
Percentage of Eighth-Graders
20 Who Met Panel Recommendation Reading TAKS (Cumulative)
0
100
All Students
2007
2008
2009
2010
2011
80
African American
60
Hispanic
White
40
20
0
2007
2008
2009
2010
2011
All Students
8996979598
African American
86989710097
Hispanic 8494959497
White
95 9810097 99
7993969396
98%
were academically prepared for
meeting the panel recommended standard for reading;
this signals a closing of the
achievement gap in reading
7
HOW MANY 8TH GRADERS WERE READY FOR HIGH SCHOOL?
95%
were academically prepared
for meeting the panel recommended standard for math with
a narrowed achievement gap.
Percentage of Eighth-Graders Who Met Panel Recommendation Math TAKS (Cumulative)
Percentage of Percentage
Eighth-Graders
Who Who
MetMet
Panel
TAKS (Cumulative)
of Eighth-Graders
PanelRecommendation
Recommendation Math Math
TAKS (Cumulative)
100
100
All Students
All Students
African American
African American
Hispanic
Hispanic
White
White
80
80
60
60
40
40
20
20
0
0
2007
2008
2009
2010
2011
2007
2008
2009
2010
2011
All Students
7985929295
African American
6876888191
Hispanic 7582889094
White
8590969798
6977888892
HOW MANY 8TH GRADERS WERE READY FOR HIGH SCHOOL?
Percentage of Eighth-Graders Who Met Panel Recommendation Science TAKS (Cumulative)
Percentage
of Eighth-Graders WhoWho
Met Panel
Science TAKS (Cumulative)
Percentage
of Eighth-Graders
MetRecommendation
Panel Recommendation
Science TAKS
81%
of eighth-graders in 2011 were
academically prepared for meeting
the panel recommended standard
for science. Though the district
has narrowed the gap in achievement between White and other
student subgroups since 2007,
a performance gap still remains
between the White students and
other student groups.
Note: Dramatic increases and
decreases seen throughout this
report for the African American
student group can be attributed
to their small number as they
account for less than 4% of the
total student population.
8
100
100
All Students
All Students
African American
African American
Hispanic
Hispanic
White
White
80
80
60
60
40
40
20
20
0
0
2007
2008
2009
2010
2011
2007
2008
2009
2010
2011
All Students
667774 7981
African American
536867 7166
Hispanic 547063 7276
White
838889 9292
526658 6974
E l eme n tar y S ch o o l
HOW MANY 8TH GRADERS EARNED THE HIGHEST LEVEL OF PERFORMANCE ON THE TAKS?
Students who score at or above the Commended Performance level on the eighth-grade TAKS have shown a
thorough understanding of grade-level knowledge and skills, beyond the passing level, according to the State
Board of Education.
Who Met
Standard
Who Commended
Met Commended Performance
Performance Standards
Percentage of Eighth-Graders Who Met Commended Performance Standards
100
Reading
Math
Reading
Science
100
80
80
60
Math Studies
Social
Science
46%
of eighth-graders at Hays CISD
met the higher commended
performance level on reading,
43% on social studies, 31%
on science and 17% on math
in 2011.
60
40
Social Studies
40
20
20
0
Reading
Math
Science
Social Studies
0
2007
2008
2009
2010
2011
4253 4649 46
1018
1919
17
2007
2008
2009
2010
2011
1924 2530 31
3445 4446 43
HOW MANY 5TH GRADERS PASSED TAKS BY SUBJECT AREA?
Students who score at or above the Met Standard level possess an understanding of the material taught in fifth
grade and demonstrate the ability to matriculate to the next grade level.
Source: TAKS reports (cumulative score for reading and math only)
(In 2011 for the first time, results on TAKS-M and TAKS-Alt assessmentsPercentage
for all grades and
are included
in determining
the 2011
accountability ratings)
of subjects
Fifth-Graders
Who
Met Passing
Standards
Percentage of Fifth-Graders
Who
Met Passing
Standards
Percentage of
Fifth-Graders
Who Met Passing
Standards
100
All Tests Taken
100
80
Reading
Math
All Tests Taken
80
60
Science
Reading
Math
Science
60
40
40
20
20
0
0
All Tests Taken
Reading
Math
Science
2007
2008
2009
2010
2011
2007
2008
2009
2010
2011
66
73
68
74
76
89 929294 95
88 889395 96
79 848387 86
76%
of fifth-graders in 2011
demonstrated they were ready
for middle school level work in all
areas, with improvements for all
subjects since 2007.
9
HOW MANY 5TH GRADERS WERE READY FOR MIDDLE SCHOOL?
95%
of fifth-graders in 2011 were
academically prepared for meeting the panel recommended
standard for reading.
Note: Dramatic increases
and decreases seen throughout
this report for the African
American student group can
be attributed to their small
number as they account for
less than 4% of the total
student population.
This measure displays the percentage of fifth-graders who met or exceeded the TAKS performance standards
set by a State Board of Education-appointed panel, thus the “Panel Recommended” standard. These students
are deemed prepared for middle school-level course work.
Source: TAKS Reports, English and Spanish results combined.
Percentage
Who
Met
Recommendation
TAKS
(Cumulative)
Who Met
Recommendation
Reading
(Cumulative)
Percentage of
of Fifth-Graders
Fifth-Graders
WhoPanel
Met Panel
Panel
Recommendation Reading
Reading
TAKS TAKS
(Cumulative)
100
100
All
All Students
Students
African
African American
American
Asian/Pacific
Islander
Hispanic
Hispanic
White
White
Economically
Disadvantaged
80
80
60
60
40
40
20
20
0
0
2007
2008
2009
2010
2011
2007
2008
2009
2010
2011
All Students
8992 9294 95
African American
8890 9296 93
Hispanic 8288 8992 92
White
9798 9898 99
8187 8692 91
Percentage
Who
Met
Recommendation
TAKS
Percentage of
of Fifth-Graders
Fifth-Graders
Who Panel
Met Panel
Panel
Recommendation Math
MathMath
TAKS (Cumulative)
(Cumulative)
Who Met
Recommendation
TAKS (Cumulative)
100
100
96%
academically prepared for
meeting the panel recommended standard for math,
the achievement gap has
almost closed due to improved
performance by the African
American, Hispanic and
student groups over the years.
10
All
All Students
Students
African
African American
American
80
80
Asian/Pacific
Islander
Hispanic
Hispanic
60
60
White
White
Economically
Disadvantaged
40
40
20
20
0
0
2007
2008
2009
2010
2011
2007
2008
2009
2010
2011
All Students
8888939596
African American
8580979897
Hispanic 8483899394
White
9496989899
8183889293
Percentage
Fifth-Graders WhoWho
Met Panel
Science TAKS (Cumulative)
Percentage
of ofFifth-Graders
MetRecommendation
Panel Recommendation
Science TAKS
100
Percentage of Fifth-Graders Who Met Panel Recommendation Science TAKS (Cumulative)
80
All Students
African American
100
60
White
80
All Students
African American
40
86%
academically prepared for meeting
the panel recommended standard
for science. An achievement
gap remains between the White
students and other student groups.
Hispanic
60
20
40
0
Hispanic
White
ARE ENGLISH Language
LEARNERS PROGRESSING?
2007
2008
2009
2010
2011
All Students 20
7984838786
African American
7374898088
0
Hispanic 7078748380
2007 9294969696
2008
2009
2010
2011
White
6777738278
HOW MANY 5TH GRADERS EARNED THE HIGHEST LEVEL OF PERFORMANCE ON THE TAKS?
Students who score at or above the
Commended
Performance
level
on the fifth-grade
TAKS
have shown a
Percentage
of Fifth-Graders
Who Met
Commended
Performance
Standards
thorough understanding of grade-level knowledge and skills, beyond the passing level, according to the State
Board of Education.
100
This chart shows the percentage
of current and monitored English
Language Learners who “Met Standard”
on the relevant version of the TAKS
Reading/ELA test, or who met state
criteria for demonstrating progress on
the Texas English Language Proficiency
Assessment System (TELPAS), which
measures language proficiency ranging
from “beginning” to “advanced high”
stages. Source: AEIS
Percentage of English Language
Learners Who Made Progress
Toward Proficiency
74% 76% 79%
Percentage of Percentage
Fifth-Graders
Who Who
MetMet
Commended
Performance
of Fifth-Graders
Commended Performance
StandardsStandard
80
Reading
Math
Science
100
60
80
40
60
20
40
0
2009 2010 2011
Reading
79% of all English Language Learners
made progress towards English
proficiency. Approximately 14%, or 2,178
students, of Hays CISD students were
English Language Learners in 2011.
Math
Science
20
2007
2008
2009
2010
0
Reading
Math
Science
2007
2008
2009
2010
2011
24 29 3030 37
33 36 3739 38
31 38 4142 44
2011
44%
44% of fifth-graders at Hays
CISD met the higher commended
performance level on science,
38% on math and 37% on
reading in 2011.
11
Austin Chamber of Commerce
Progress Report Task Force
CHAIR: Bill Stotesbery, General Manager and CEO, KLRU
VICE CHAIR: Shaun Cranston, P.Eng., Vice President of Operations, Brookfield Residential Inc.
Terry Capps, President, Buda Area Chamber of Commerce
Warren Ketteman, Executive Director, Buda Economic Development Corporation
Ray Hernandez, Executive Director, Kyle Area Chamber of Commerce
Diana Blank, Director of Economic Development, City of Kyle;
Board of Directors, Kyle Area Chamber of Commerce
Ray Bryant, Municipal Account Manager, Texas Disposal System;
Former City Council Member of Kyle
Dr. Jeffrey Clark, Doctor of Chiropractic, Buda Health Center
Vince Collier, Mortgage Consultant, Encompass Lending Group;
Board of Directors, Kyle Area Chamber of Commerce
Paul Goeke, Pastor, The Well
Bret Kiester, Branch Executive, Hays Communities YMCA
Michelle M. López, Associate Director for Student Development & Retention,
Texas State University-San Marcos
Harry Patel, Owner, America’s Best Value Inn
Christie Smith, Owner, Q2 Designs
HAYS CISD ADVISORS
Dr. Jeremy Lyon, Superintendent
Joy Philpott, Director of Accountability and Assessment
Charlotte Winkelmann, Director of College and Career Readiness and Guidance
AUSTIN CHAMBER OF COMMERCE
Michael W. Rollins, CCE, President
Drew Scheberle, Senior Vice President, Education and Talent Development
Kwee Lan Teo Yam, Vice President, Education and Talent Alignment
For more information, contact Austin Chamber of Commerce
Senior Vice President for Education and Talent Development
Drew Scheberle at 512.322.5628 or [email protected].
Connect.
Impact.
Prosper.

Hays CISD - Greater San Marcos Partnership

Transcription

Similar documents

Goose Creek CISD Police Department – Baytown, Texas submit

- IDEA Public Schools / Homepage

Madres Madres - Republic Media

San Marcos CISD

Serving The Hispanic Community For Over 60 Years

Advance Tickets: Buy your tickets today!

Grady-White 270 ISLANDER

Products

A Quick Reference Guide with Links for Start-up and

spotlight - Hays Area Chamber of Commerce

TAKS - Texas Education Agency