##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Revised 3-31-05**

**Cover Sheet** Type of School: \_\_ Elementary \_\_ Middle
\_[X]{.underline}\_ High \_\_ K-12

Name of Principal [Mr. Edward Argueta]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [The Science Academy of South Texas]{.underline}

(As it should appear in the official records)

School Mailing Address [900 Med High
Drive\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
\_\_\_ (If address is P.O. Box, also include street address)

[\_\_\_\_\_\_\_\_Mercedes\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Texas\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_78570-9701
\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_\_[Hidalgo\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}School
Code Number\*\_\_[031916005]{.underline} \_\_\_\_\_\_\_\_\_

Telephone [( 956 ) 565-2454]{.underline} Fax [( 956 )
565-9112]{.underline}

Website/URL [http://www.stisd.net]{.underline} E-mail
<edward.argueta@stisd.net>

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent[\* Dr. Marla Guerra]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [South Texas Independent School District]{.underline} Tel.
[(956) 565-2454]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: \_\_\_[0]{.underline}\_
Elementary schools

\_\_\_[0]{.underline}\_ Middle schools

\_\_\_[0]{.underline}\_ Junior high schools

\_\_\_[4]{.underline}\_ High schools

\_\_\_[0]{.underline}\_ Other

\_\_\_[4]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: [\$13,007]{.underline}\_\_\_
(Science Academy's = \$8,154)

Average State Per Pupil Expenditure:
[\$8,029]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[**X** \] Small city or town in a rural area
>
> \[ \] Rural

4\. [5]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**       136       71          207

  **2**                                                     **10**      115       61          176

  **3**                                                     **11**      88        55          143

  **4**                                                     **12**      63        34          97

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   623
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of [25]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[66]{.underline} % Hispanic or Latino

[8]{.underline} % Asian/Pacific Islander

[0]{.underline} % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year: \_\_\_
[7]{.underline}\_\_\_\_\_%

> (This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.)

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  13.0
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           30.0
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   43.0
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 623.0
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .069
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          6.9
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[2]{.underline}\_\_\_ %

\_\_\_[11]{.underline}\_[\_]{.underline} Total Number Limited English
Proficient

Number of languages represented: [\_\_\_2]{.underline}\_\_\_\_\_

Specify languages: Spanish & German

9\. Students eligible for free/reduced-priced meals:
\_\_[41]{.underline}\_\_\_%

Total number students who qualify: [\_\_\_241]{.underline}\_\_

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
\_\_\_[6]{.underline}\_\_\_%

\_\_[39]{.underline}\_\_\_\_ Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_[1]{.underline}\_\_Autism \_\_[3]{.underline}\_\_Orthopedic
Impairment

\_\_[0]{.underline}\_\_Deafness \_\_[2]{.underline}\_\_Other Health
Impaired

\_\_[0]{.underline}\_\_Deaf-Blindness \_[29]{.underline}\_\_\_Specific
Learning Disability

\_\_[2\_]{.underline}\_Emotional Disturbance
\_\_[4]{.underline}\_\_Speech or Language Impairment

\_\_[1]{.underline}\_\_Hearing Impairment
\_\_[0]{.underline}\_\_Traumatic Brain Injury

> \_\_[1]{.underline}\_\_Mental Retardation
> \_\_[0\_\_]{.underline}Visual Impairment Including Blindness

\_\_[0]{.underline}\_\_Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) \_\_\_[3]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[42\_\_\_\_]{.underline}
[\_\_\_2\_\_\_\_]{.underline}

Special resource teachers/specialists \_\_\_[4]{.underline}\_\_\_\_
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_[6]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[8]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[65]{.underline}\_\_\_\_
> \_\_\_\_[2]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[13:1]{.underline}\_\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance  97%         96%         96%         96%         94%

  Daily teacher attendance  96%         95%         96%         95%         96%

  Teacher turnover rate     0%          11%         2%          2%          12%

  Student dropout rate      1%          2%          3%          0%          0%
  (middle/high)                                                             

  Student drop-off rate     1%          2%          2%          1%          1%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > \        |
|                                                         | _[124]{.un |
|                                                         | derline}\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \        |
|                                                         | _\_[94]{.u |
|                                                         | nderline}% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \_       |
|                                                         | \_\_[2]{.u |
|                                                         | nderline}% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | >          |
|                                                         | \_\_\_\_\_ |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Found employment                                        | >          |
|                                                         | \_\_\_\_\_ |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Military service                                        | > \_       |
|                                                         | \_\_[4]{.u |
|                                                         | nderline}% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | >          |
|                                                         | \_\_\_\_\_ |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Unknown                                                 | >          |
|                                                         | \_\_\_\_\_ |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

[Part III - Summary]{.underline}

Located in the Rio Grande Valley of South Texas and in Mercedes, Texas,
in particular, The Science Academy of South Texas, affectionately known
as Sci. Tech., is a comprehensive four-year public magnet high school.
Recognized as one of the finest public high schools in the nation, it is
an open-enrollment magnet school that serves twenty-eight school
districts in a three-county area, comprising Willacy, Cameron and
Hidalgo counties. Established in 1993 to prepare minority students for
academic success at the university level, the Science Academy now draws
students of various backgrounds and socio-economic status. We presently
serve 625 students from grades 9-12. The Science Academy is part of the
South Texas I.S.D., an academically recognized district that includes
three other magnet high schools. The only requirement for students to
attend our school is that they be promoted from their previous grade and
that students enrolling must be starting the ninth or tenth grade.

Students are attracted to the Science Academy because of their interest
in the math and science areas, as well as the academic emphasis placed
on pre-engineering and pre-architecture concepts**.** It is the mission
of The Science Academy to offer a curriculum of choice with an emphasis
on science, mathematics and engineering that fosters curiosity,
open-mindedness and a passion for life-long learning**.** Students are
also attracted to our school because we offer a safe learning
environment where students are treated with dignity and respect, and
where teachers genuinely care about their school and their students.

The Science Academy provides a strong college preparatory curriculum,
offering the basic core curriculum along with AP, concurrent enrollment,
dual enrollment, articulated technology college courses, honors and GT
classes, all of which prepare students to compete as future
undergraduates in local, state and national elite universities. Our
students are also encouraged to perform seventy-five hours of community
service, thus promoting responsibility and pride in their local
communities. Our goal, supported by partnerships and working
relationships with Rice University, Baylor College of Medicine,
Rochester Institute of Technology, Project Lead The Way, The University
of Texas Pan American, South Texas College and The Dana Center, is to
provide a quality yet personal education to all students so that they
will achieve both academically and socially.

A very special component of the Science Academy curriculum is the
technology program courses that reinforce academic concepts. In working
with the Rochester Institute of Technology, The Science Academy has
embraced [Project Lead the Way]{.underline}, a high school
pre-engineering and engineering technology program that supports and
enhances our educational vision. Beginning at the freshman grade level
and continuing to the twelfth grade, all students are required to take
at least one of the five "required electives" that comprise the PLTW
program.

The Science Academy does not have a competitive sports program, so
students are encouraged to participate in our strong Academic UIL
program and in our extracurricular activities. Activities that students
are involved in include the National Honor Society, Academic Decathlon,
Mu Alpha Theta, Spanish Club, Robotics, CinTech, Mock Trial, Astronomy
Club, JETS, Yearbook, Student Council, Masterminds, Student Newspaper
and many others.

A dedicated staff, committed students, a supportive educational
environment that includes a library staff committed to student service,
and a vision that promotes curiosity and passion for learning have
resulted in the Science Academy's being recognized as a Texas Exemplary
Campus for eleven consecutive years, ranked 8^th^ best high school in
America by Newsweek Magazine in 2003, recipient of the multiple Gold
Performance Awards from TEA, and past recipient of the Governor's High
Performance Awards.

The Science Academy of South Texas **-** committed to the student who
accepts the challenges of tomorrow.

# [Part IV -- Indicators of Academic Success]{.underline}

## 1. Assessment Results

The Texas Assessment of Knowledge and Skills (TAKS) is the criterion
reference test designed to be a challenging measure of student progress.
It is the foundation of the statewide assessment and accountability
program for all public schools in Texas. The base of the TAKS test is
the standard curriculum that must be taught in all public schools, the
Texas Essential Knowledge and Skills (TEKS).

The Science Academy has been rated as an exemplary campus for eleven
straight years, nine based on the Texas Assessment of Academic Skills
(TAAS) test results and two on the TAKS test results. TAKS replaced the
TAAS, with both tests having similar rating scales based on similar
criteria.

Throughout the years, and across the different subgroups, the Science
Academy's Reading/Language Arts and Math scores have been around the 90%
in all grade levels. Our teachers take pride in their instructional
efforts and work closely with administration to insure proper placement
of students and instruction that meets the needs of the individuals
involved.

In Reading/Language Arts, when our scores dipped for most subgroups in
the 2002-2003 school year, we found that some of our instructional
efforts and quite a bit of time was spent on student presentations. We
found out that we didn't spend as much time in writing exercises and
consequently in grammar. We went back to our writing instruction
(Schaeffer) that promotes critical thinking and involves all elements of
the writing process including grammar. Our 2003-2004 indicates the
success of our efforts. We were pleasantly surprised and somewhat
intrigued to see scores for all subgroups increase with the exception of
the "White" subgroup. We were surprised that the percent passing scores
for the "Hispanic" and "Economically Disadvantaged" subgroups surpassed
that of the "White" subgroup. We don't have and answer as to why the
percent passing of the "White" subgroup decreased instead of increasing
but hope that consistency in our instruction produces the desired
results in all students and in all subgroups.

The math scores for the 2002-2003 school year also decreased for almost
all subgroups. The math department re-evaluated our placement test given
to incoming freshmen and re-evaluated the sequence of instruction for
all courses. In desegregating test data, we made sure that objectives
where students did not do well in were addressed in the instructional
efforts of all teachers involved. As evident by the 2003-2004 scores,
instruction that focused on proper sequencing and addressed objectives
in which students were weak in produced growth in all subgroups. We are
especially proud of the increase in the percent of students achieving
"commended performance". This percent (commended performance) signifies
the number of students achieving mastery at 90% or better on all
questions asked on the TAKS test.

We continue working with students that do not meet the standard passing
criteria and will continue assessing our instructional efforts. We want
to continue having a strong math and language arts program and we want
to continue receiving state assessment scores that exceed the 90%
passing rate. Our goal is to improve instruction so that it produces a
higher percent (75% or better) of "commended performance" in all student
subgroups. We will continue to strive for consistency in instructional
efforts and consistency in student progress and learning.

# [PART IV -- Indicators of Academic Success]{.underline}

2\. Use of Assessment Data to Improve Student and School Performance

Science Academy staff members utilize assessment data in a variety of
ways to diagnose individual needs of students and prescribe an
intervention plan that will lead to success. During the summer months,
administration and support staff review testing information from the
previous spring. Areas in need of improvement or objectives in which
students performed poorly are identified. Within the first two weeks of
school, a meeting with the different departments is held in which
assessment data is discussed, strengths are acknowledged, and areas of
concern are addressed. This discussion leads to academic interventions
and academic planning that will target individual needs of students as
well as the collective needs of students.

Interventions and academic planning that lead to student success
include:

-   Assigning students to English or Math Labs to strengthen
    foundational areas of weakness and at the same time provide an
    immediate tutorial period that addresses a student's lack of
    understanding in his English and/or math classes.

-   Assigning students to morning or after-school tutorial classes in
    his/her area of academic weakness. Teachers address TEKS objectives
    that give students problems thus strengthening the academic
    understanding and learning of students.

-   Teachers make adjustments to their instructional planning to insure
    that instruction addresses identified assessment weaknesses, and in
    particular, addresses those objectives not mastered by our students.

-   Students who fail one or more parts of the TAKS are provided with a
    TAKS Study Guide. Tutorial teachers identify areas in need of
    intervention for each student and concentrate their tutorial efforts
    on these needs.

-   Instructional interventions may be adjusted following a school
    "diagnostic" test closely patterned after the state TAKS test. The
    diagnostic test data goes through an item-analysis review to
    determine individual student needs. Students in need of intervention
    are assigned to TAKS tutorial sessions for approximately eight
    weeks.

## [PART IV -- Indicators of Academic Success]{.underline}

3\. Communication of Student Performance

Communicating the educational progress of students to the parents is an
important part of the process at The Science Academy and is done on a
regular basis. Progress reports for all students are sent to parents
every three weeks. This helps parents monitor student progress in each
of their eight classes. A report card is sent to parents every nine
weeks. This report card is more formal and gives parents a clearer
picture of the academic success of their child. The Science Academy also
subscribes to K12Planet, an internet-based communication system that
connects teachers to parents and consequently to students. Using a
password, parents and students can actually view the electronic grade
book for each class that the student has, thus viewing up-to-date
grades, assignments done or not done, test or quiz grades, their grade
average up to that point, and the teacher's e-mail in case the parent or
student needs to contact the teacher. Parent/teacher conferences,
grade-level newsletters, PLAN and PSAT student test result conferences,
Honor and Superior Honor Roll recognition, and Commended Student
recognition are a few of the occasions where student academic
performance is communicated and recognized.

Every child who takes a state TAKS test gets a report of his or her
score. This report is called the Confidential Student Report, or CSR and
is sent to parents within two weeks after being received by the school.
By carefully examining this report, parents can find out where their
child is doing well and where their child may need to improve. This
report is a good indicator to parents of their child's progress in
learning. The school's rating and percent scores in the different areas
tested on TAKS, as well as AP scores, SAT scores, and ACT scores are
communicated to parents, students and the community through PTSA
meetings, School Open House, School BoardWorks minutes sent to all
parents, and by local newspapers to the general public.

[PART IV -- Indicators of Academic Success]{.underline}

4\. Sharing Successes With Other Schools

The Science Academy is proud of its successes and constantly seeks ways
to share information that has led to our success. We have an open door
policy for school personnel from other districts in the region, state,
and from other states seeking information about our school. Among the
information that has been shared through visits to our school or
presentations made at local, regional, and state conferences includes
the following: the four-year course sequence, the ACT/SAT program that
has resulted in our students gaining at least 100 more points on their
test results, our six course technology (PLTW) program that provides
hands on learning and transcripted college credit, our personalized
counseling program, the AP and dual credit program that allows many
students to graduate from the Science Academy with over 20 hours of
college credit (some earning up to 47 hours), and our half-day
career-technology program for students with special needs.

The school will continue to utilize its current means of disseminating
information that also includes the district newsletter, articles
submitted to local newspapers, and information posted on the district
and campus website.

Our plans are to broaden our base of sharing student success with other
districts by asking the regional service center and the various state
administrator associations to establish a network whereby school
personnel can communicate and share ideas. Additionally, we plan to
approach the regional service center about establishing an electronic
regional discussion board whereby the districts in the area can share
successes as well as strategies for improving student performance.
Utilizing an electronic means to disseminate information and promote
communication perpetuates the idea of sharing without having to travel
to attend meetings or conferences.

# [PART V -- Curriculum and Instruction]{.underline}

1\. The School's Curriculum

The curriculum at The Science Academy of South Texas is designed to meet
the goals and interests of students that accept the challenge of the
various math and science fields such as engineering, architecture and
computer science. The curriculum prepares students for college and
introduces them to pre-engineering and pre-architecture concepts. Our
students receive excellent educational foundations in language arts,
mathematics, science, social studies, computer science, technology
applications, and foreign language. Many Science Academy students
complete a year or more of study beyond the state requirements in
various academic subjects. Students also integrate the knowledge gained
in some disciplines with what is learned in the technology classes, thus
converting theory to application and having a better appreciation for
academic learning.

The Science Academy's language arts curriculum is based on strong
literary and writing principles. Students are asked to read increasingly
demanding texts for a variety of purposes. Students identify
characteristics of various literary forms that include short stories,
novels, plays, essays, speeches and poetry. Vocabulary and literary
terms are defined and applied to enhance student understanding of
literature while fine-tuning their command of the English language.
American literature and British literature are analyzed, thus giving
students the opportunity to discover the gamut of ideas and literary
techniques that have shaped the written word. All students also review
and refine their writing skills in areas of mechanics, grammar,
spelling, structure, and meaning. Courses that compose the language arts
curriculum include college preparation courses, Gifted & Talented,
preAP, AP, concurrent enrollment, technical writing, communication
applications and advanced journalism.

The mathematics curriculum reinforces the focus of our school and is
designed to inspire in our students a greater awareness of the
mathematical world in which we live and at the same time develop
inductive and deductive reasoning in students. From understanding linear
equations, to learning quantitative patterns and relationships, to
writing proofs, students learn math, its importance and its application
in our daily life. The Science Academy expects all students to take a
math course every year. Courses composing the math curriculum include
Algebra I & II, Geometry, Geometry PreAP, Pre-Calculus, Pre-Calculus
PreAP, Calculus PreAP, Calculus I & II AP, Calculus I & II Concurrent,
Statistics AP, Statistics Concurrent, and SAT/ACT.

The science curriculum is based on a hands-on multi-disciplinary
approach to learning science. The courses are designed to develop
analytical skills, critical thinking, problem solving skills, and higher
level thinking skills in students. With accelerated learning in the
freshman and sophomore years, students may graduate from the Science
Academy with six or more science credits. The Science Academy also
expects all students take a science class every year. Courses that make
up the science curriculum include Integrated Physics and Chemistry
(IPC), Biology, Biology PreAP, Biology AP, Chemistry, Chemistry AP,
Environmental Systems, Physics PreAP, Physics B-AP, Physics C-AP, and
Environmental Science AP.

The social studies curriculum focuses on the development of the
civilized world. Students learn about the major historical events that
shaped world cultures, including various government and economic
systems, ethical and religious beliefs, and major geographical features.
One PreAP and four Advanced Placement courses are part of this
curriculum.

Our Foreign Language, Technology, Computer Science, Art, Vocational, and
Physical Education Departments have strong curriculums that reinforce
the mission of the school. Five Advanced Placement and two PreAp courses
are part of the curriculum for these departments.

# [PART V -- Curriculum and Instruction]{.underline}

2\. Secondary School -- English & Reading

The Science Academy's language arts curriculum is based on strong
literary and writing principles. Even before students begin their
freshman year at the Science Academy, a summer reading list is sent to
prospective students. They are asked to read literary works and view
contemporary pieces that provoke thought and opinion. Discussion and
future reading assignments build around this initial base. As students
progress through each of the grades, they are required to read certain
books during the school year as well as during the summer. The
selections include various literary forms and become increasingly
demanding as students' progress from year to year.

Improving reading and writing is a shared effort at The Science Academy.
Not only is this philosophy promoted by the English Department but by
all departments. Reading and summarizing technical manuals is emphasized
in the Technology Department, deciphering multi-step word problems is
the focus in math, describing and presenting lab results is advocated in
science, and researching and writing about historical events is promoted
in social studies. Many students at the Science Academy graduate with a
reading and writing level comparable to a college senior, a tribute to
the hard work of dedicated teachers and to the students themselves.

Students found to be reading below grade level or who seem to have
difficulty with comprehension are placed in English Labs or asked to
attend tutorial sessions, either in the morning and/or after school.
Students may also be assigned peer tutors during class time. The peer
tutor concept has been particularly helpful in assisting struggling
students with reading comprehension. Students reading below grade level
because they are struggling with the English language are placed in an
English as a Second Language (ESL) class where they receive additional
support and assistance.

# [PART V -- Curriculum and Instruction]{.underline}

3\. PLTW Curriculum

The faculty and staff at the Science Academy have continuously
researched methods by which curriculum renewal can take place. One such
research effort led staff to a national high school pre-engineering
technology program called Project Lead The Way. PLTW was incorporated
into the curriculum because it paralleled and complimented the schools
mission.

PLTW has provided the Science Academy a tremendous opportunity to offer
students a rigorous program of study that is relevant and timely in
today's economy. Students are asked to take at least one course each
year out of the six courses that make up the PLTW curriculum. The
courses include [Introduction to Engineering Design]{.underline},
[Digital Electronics]{.underline}, [Principles of]{.underline}
[Engineering]{.underline}, [Computer Integrated
Manufacturing]{.underline}, [Architectural Graphics]{.underline}, and
[Engineering]{.underline} [Design and Development]{.underline}. This
four-year sequence of courses, when combined with college preparatory
mathematics and science in high school, introduces students to the
scope, rigor and discipline of engineering and engineering technology
prior to entering college. The impact of this curriculum is in the
connection and integration that is established between the regular
academic program and the technology program. Some of the benefits to
students are as follows:

-   Relevant application of math and scientific principles.

-   Opportunity to express creativity through project-based learning.

-   In-depth application of knowledge.

-   Exposure to the latest computer software and equipment.

-   Improved performance in academic work.

-   Increased written and oral communication skills.

-   Opportunity to receive college credit.

-   Skills required for jobs and post-secondary education.

Technology teachers are required to attend staff development sessions on
an annual basis. These sessions allow teachers to stay current on
instructional methodologies, instructional activities and technological
advances. This curriculum incorporates concepts and national standards
that are updated on a yearly basis. Each course offered extends
objectives and activities beyond what is expected by the Texas Education
Agency's TEKS requirements.

# [PART V -- Curriculum and Instruction]{.underline}

4\. Instructional Methods Used for Improving learning

At Science Academy, instructional strategies are consistent with the
school's mission and expectations for student learning. Because the
school is an academy and thus a small learning community, teachers are
able to provide an instructional environment that encourages and
promotes success.

Teachers at The Science Academy are expert in their content areas,
extremely knowledgeable about current research on effective
instructional approaches, and reflective about their own practice. The
average number of years experience for Science Academy teachers is
nineteen. Many teachers have master's degrees. Teachers also take
advantage of staff development opportunities where they can learn new
research-based instructional methodologies.

In delivering instruction, Science Academy teachers utilize
instructional practices such as cooperative learning, Socratic dialogue,
and independent critical analysis. The emphasis is not just on what
students and faculty learns, but how knowledge is applied for the
betterment of themselves and others.

Teachers utilize instructional strategies to engage students as active
and self-directed learners. Across the curriculum, students experience
various hands-on projects, journal writing, brainstorming, team
projects, debates, demonstrations, simulations, role-playing,
computer-based presentations, research presentations, science projects
and leadership opportunities that enhance learning.

The increased utilization of all forms of technology has also played a
big role in improving instruction and consequently student learning.
Students are routinely exposed to scientific software, engineering and
architectural software, graphing calculators, computers for
internet-based research, multimedia projectors and computer assisted
instruction. Technology helps make instruction relevant and exciting and
promotes engagement and learning. It reinforces cross discipline
information and inter-school collaboration.

# [PART V -- Curriculum and Instruction]{.underline}

5\. Professional Development

Professional development at South Texas I.S.D. and at the Science
Academy reflects the mission and vision of the school. The teachers and
the individual departments determine professional development needs.
These needs are driven by the Academic Excellence Indicator System
(AEIS) data, by SAT and ACT scores for our school, by AP results for the
different courses tested, by curricular changes to our sequence of
courses, by technological implementations, by certification
requirements, by our Campus Improvement Plan (CIP), or simply by the
need to learn.

The district is supportive of our professional development efforts by
providing funding within the school's budget for expenditures in this
area. Annually, four staff development days are scheduled on the
district's school calendar for professional training or workshops.
Professional development sessions on technology are offered throughout
the school year including some during the summer.

One of the most comprehensive initiatives utilized in addressing student
achievement has been a partnership between South Texas ISD and the
Charles Dana Center. For the past two years, staff development has
focused on working with Algebra 1 and Integrated Physics and Chemistry
teachers and district administrators in analyzing data and making
instructional and curricular decisions that promote student success.
These staff development sessions have been held over and beyond those
designated on the district calendar.

Another comprehensive staff development partnership has been established
with Certiport to increase staff knowledge in computer and Internet
basics. With Certiport, all teachers and students strive to receive
**I**nternet and **C**omputing **C**ore **C**ertification (IC3) by
demonstrating sufficient Internet and computing literacy skills, based
on national standards.

Teachers who teach pre-AP and AP classes are asked to attend College
Board AP training sessions during the school year or summer. Teachers
teaching Gifted & Talented classes choose to attend AP training held in
different cities throughout the state or attend GT sessions sponsored by
the regional service center. Teachers are also given the opportunity to
attend professional development conferences by department. The teachers
within departments are encouraged to attend state and national
conferences together to promote team building and camaraderie as well as
learn content and pedagogy.

Texas Assessment of Academic Skills (TAAS) and

Texas Assessment of Knowledge & Skills (TAKS)

# Reading/Language Arts -- Grade 10

+---------------------------+-------+-------+-------+-------+-------+
|                           | 2003  | 2002  | 2001  | 2000  | 1999  |
|                           | -2004 | -2003 | -2002 | -2001 | -2000 |
+---------------------------+-------+-------+-------+-------+-------+
| Testing Month             | May   | May   | Feb   | Feb   | Feb   |
+---------------------------+-------+-------+-------+-------+-------+
| ## School Scores          |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 95.0  | 93.0  | 97.7  | 97.7  | 99.3  |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 7.0   | 20.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 5.0   | 7.0   | 2.3   | 2.3   | 0.7   |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | 144   | 122   | 155   | 165   | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of students       | 100   | 99.3  | 89.8  | 95.8  | 98.7  |
| tested                    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \# of students            | 0     | 0     | 0     | 0     | 0     |
| alternatively assessed    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% of students            | 0     | 0     | 0     | 0     | 0     |
| alternatively assessed    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ## Subgroup Scores        |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Hispani               | 96    | 79    | 101   | 106   | *     |
| c - \# of students tested |       |       |       |       | *\*** |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 97.0  | 91.0  | 98.4  | 97.0  | 89.9  |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 18.0  | 19.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 3.0   | 9.0   | 1.6   | 3.0   | 1.1   |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Whit                  | 35    | 36    | 43    | 51    | \*    |
| e - \# of students tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 89.0  | 97.0  | 96.8  | 98.3  | 100   |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 25.0  | 17.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 11.0  | 3.0   | 3.2   | 1.7   | 0.0   |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Asian/Paci            | 12    | 7     | 11    | 8     | \*    |
| fic Islanders - \# tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 100   | 90.0  | 95.0  | 100   | 100   |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 38.0  | 36.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 0.0   | 10.0  | 5.0   | 0.0   | 0.0   |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Econ.                 | 59    | 51    | 65    | 68    | \*    |
| Disadvantaged - \# tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 95.0  | 89.0  | 97.2  | 97.6  | 100   |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 17.0  | 17.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 5.0   | 11.0  | 2.8   | 2.4   | 0.0   |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| #  Limited En             | 0     | 6     | 0     | 0     | \*    |
| g. Proficient - \# tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | \*\*  | 67.0  | \*\*  | \*\*  | \*\*  |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | \*\*  | 1.0   | \*\*  | \*\*  | \*\*  |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | \*\*  | 33.0  | \*\*  | \*\*  | \*\*  |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| #                         |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| # State Scores            |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 76.0  | 70.0  | 93.0  | 89.5  | 90.5  |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 20.0  | 16.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 24.0  | 30.0  | 7.0   | 10.5  | 9.5   |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+

\* Information not found, not given, or does not exist.

> \*\* Not enough students tested for testing service to give
> information.
>
> \*\*\* All students take state assessment (TAAS/TAKS). Only exception
> was on 2004 11^th^ grade
>
> data in math and Rdg./Language Arts.

Texas Assessment of Academic Skills (TAAS) and

Texas Assessment of Knowledge & Skills (TAKS)

# Mathematics -- Grade 10

+---------------------------+-------+-------+-------+-------+-------+
|                           | 2003  | 2002  | 2001  | 2000  | 1999  |
|                           | -2004 | -2003 | -2002 | -2001 | -2000 |
+---------------------------+-------+-------+-------+-------+-------+
| Testing Month             | May   | May   | Feb   | Feb   | Feb   |
+---------------------------+-------+-------+-------+-------+-------+
| ## School Scores          |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 94.0  | 89.0  | 99.4  | 98.7  | 99.3  |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 29.0  | 29.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 6.0   | 11.0  | 0.6   | 1.3   | 0.7   |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | 143   | 121   | 155   | 165   | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of students       | 100   | 99.3  | 95.8  | 98.7  | 95.1  |
| tested                    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \# of students            | 0     | 0     | 0     | 0     | 0     |
| alternatively assessed    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% of students            | 0     | 0     | 0     | 0     | 0     |
| alternatively assessed    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ## Subgroup Scores        |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Hispani               | 96    | 78    | 101   | 106   | *     |
| c - \# of students tested |       |       |       |       | *\*** |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 92.0  | 87.0  | 99.0  | 98.8  | 98.9  |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 35.0  | 24.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 8.0   | 13.0  | 1.0   | 1.2   | 1.1   |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Whit                  | 34    | 36    | 43    | 51    | \*    |
| e - \# of students tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 97.0  | 91.0  | 100   | 98.2  | 100   |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 48.0  | 31.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 3.0   | 9.0   | 0.0   | 1.8   | 0.0   |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Asian/Paci            | 12    | 7     | 11    | 8     | \*    |
| fic Islanders - \# tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 100   | 100   | 100   | 100   | 100   |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 74.0  | 58.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 0.0   | 0.0   | 0.0   | 0.0   | 0.0   |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Econ.                 | 59    | 51    | 65    | 68    | \*    |
| Disadvantaged - \# tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 96.0  | 87.0  | 98.1  | 100   | 100   |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 34.0  | 24.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 4.0   | 13.0  | 1.9   | 0.0   | 0.0   |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| #  Limited En             | 0     | 6     | 0     | 0     | \*    |
| g. Proficient - \# tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | \*\*  | 83.0  | \*\*  | \*\*  | \*\*  |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | \*\*  | 0.6   | \*\*  | \*\*  | \*\*  |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | \*\*  | 17.0  | \*\*  | \*\*  | \*\*  |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| # State Scores            |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 64.0  | 61.0  | 92.2  | 89.3  | 86.8  |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 17.0  | 12.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 36.0  | 39.0  | 7.8   | 10.7  | 13.2  |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+

\* Information not found, not given, or does not exist.

> \*\* Not enough students tested for testing service to give
> information.
>
> \*\*\* All students take state assessment (TAAS/TAKS). Only exception
> was on 2004 11^th^ grade
>
> data in math and Rdg./Language Arts.

[NORM REFERENCED ASSESSMENT]{.underline}

Grade[: 12]{.underline} Test[: SAT Verbal\_\_]{.underline}

Edition/Publication Year[: 2000-2004\_]{.underline} Publisher[: College
Board\_\_]{.underline}

What groups were excluded from testing[? None\_\_]{.underline}

> Why, and how were they assessed[? SAT is a self-selected test taken by
> junior and senior students.]{.underline}
>
> Scores are reported here as (check one): NCEs \_\_\_ Scaled Scores
> \_[X]{.underline}\_ Percentiles \_\_\_

![](media/image1.wmf)

> \*\* Information not found or not given
>
> If reports use scaled scores, provide the national score (mean score)
> and standard deviation for the total test and each subtest.

![](media/image1.wmf)

[NORM REFERENCED ASSESSMENT]{.underline}

Grade[: 12]{.underline} Test[: SAT Math\_\_]{.underline}

Edition/Publication Year[: 2000-2004\_]{.underline} Publisher[: College
Board\_\_]{.underline}

What groups were excluded from testing[? None\_\_]{.underline}

> Why, and how were they assessed[? SAT is a self-selected test taken by
> junior and senior students.]{.underline}
>
> Scores are reported here as (check one): NCEs \_\_\_ Scaled Scores
> \_[X]{.underline}\_ Percentiles \_\_\_

![](media/image1.wmf)

> \*\* Information not found or not given
>
> If reports use scaled scores, provide the national score (mean score)
> and standard deviation for the total test and each subtest.

![](media/image1.wmf)

[NORM REFERENCED ASSESSMENT]{.underline}

Grade[: 12]{.underline} Test[: ACT English\_]{.underline}

Edition/Publication Year[: 2000-2004\_]{.underline} Publisher[: ACT
Assessments\_\_]{.underline}

What groups were excluded from testing[? None\_\_]{.underline}

> Why, and how were they assessed[? ACT is a self-selected test taken by
> junior and senior students.]{.underline}
>
> Scores are reported here as (check one): NCEs \_\_\_ Scaled Scores
> \_[X]{.underline}\_ Percentiles \_\_\_

![](media/image1.wmf)

> \*\* Information not found or not given
>
> ![](media/image1.wmf)If reports use scaled scores, provide the
> national score (mean score) and standard deviation for the total test
> and each subtest.

[NORM REFERENCED ASSESSMENT]{.underline}

Grade[: 12]{.underline} Test[: ACT Math\_\_]{.underline}

Edition/Publication Year[: 2000-2004\_]{.underline} Publisher[: ACT
Assessments\_\_]{.underline}

What groups were excluded from testing[? None\_\_]{.underline}

> Why, and how were they assessed[? ACT is a self-selected test taken by
> junior and senior students.]{.underline}
>
> Scores are reported here as (check one): NCEs \_\_\_ Scaled Scores
> \_[X]{.underline}\_ Percentiles \_\_\_

![](media/image1.wmf)

> \*\* Information not found or not given
>
> If reports use scaled scores, provide the national score (mean score)
> and standard deviation for the total test and each subtest.

![](media/image1.wmf)

Texas Assessment of Academic Skills (TAAS) and

Texas Assessment of Knowledge & Skills (TAKS)

# Reading/Language Arts -- Grade 9

+---------------------------+-------+-------+-------+-------+-------+
|                           | 2003  | 2002  | 2001  | 2000  | 1999  |
|                           | -2004 | -2003 | -2002 | -2001 | -2000 |
+---------------------------+-------+-------+-------+-------+-------+
| Testing Month             | May   | May   | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| ## School Scores          |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 100   | 97.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 31.0  | 20.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 0.0   | 3.0   | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | 174   | 175   | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of students       | 100   | 99.3  | \*    | \*    | \*    |
| tested                    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \# of students            | 0     | 0     | 0     | 0     | 0     |
| alternatively assessed    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% of students            | \     | \     | \*    | \*    | \*    |
| alternatively assessed    | *\*\* | *\*\* |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ## Subgroup Scores        |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Hispani               | 115   | 111   |       |       |       |
| c - \# of students tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 100   | 96.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 18.0  | 19.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 0.0   | 4.0   | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  White                 | 44    | 47    |       |       |       |
| - - \# of students tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 100   | 98.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 25.0  | 17.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 0.0   | 2.0   | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Asian/Paci            | 15    | 17    |       |       |       |
| fic Islanders - \# tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 100   | 94.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 38.0  | 36.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 0.0   | 6.0   | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Econ.                 | 72    | 70    |       |       |       |
| Disadvantaged - \# tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 100   | 97.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 17.0  | 17.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 0.0   | 3.0   | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| #  Limited En             | 0     | 0     |       |       |       |
| g. Proficient - \# tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 100   | 73.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 11.0  | 1.0   | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 0.0   | 27.0  | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| #                         |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| # State Scores            |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 85.0  | 76.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 20.0  | 16.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 15.0  | 24.0  | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+

\* Information not found, not given, or does not exist.

> \*\* Not enough students tested for testing service to give
> information.
>
> \*\*\* All students take state assessment (TAAS/TAKS). Only exception
> was on 2004 11^th^ grade
>
> data in math and Rdg./Language Arts.

Texas Assessment of Academic Skills (TAAS) and

Texas Assessment of Knowledge & Skills (TAKS)

# Reading/Language Arts-- Grade 11

+---------------------------+-------+-------+-------+-------+-------+
|                           | 2003  | 2002  | 2001  | 2000  | 1999  |
|                           | -2004 | -2003 | -2002 | -2001 | -2000 |
+---------------------------+-------+-------+-------+-------+-------+
| Testing Month             | May   | May   | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| ## School Scores          |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 100   | 91.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 28.0  | 20.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 0.0   | 9.0   | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | 95    | 123   | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of students       | 92.0  | 99.3  | \*    | \*    | \*    |
| tested                    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \# of students            | 5     | 0     | 0     | 0     | 0     |
| alternatively assessed    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% of students            | 5.0   | \     | \*    | \*    | \*    |
| alternatively assessed    |       | *\*\* |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ## Subgroup Scores        |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Hispani               | 63    | 80    |       |       |       |
| c - \# of students tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 100   | 91.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 18.0  | 19.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 0.0   | 9.0   | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Whit                  | 24    | 34    |       |       |       |
| e - \# of students tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 100   | 90.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 25.0  | 17.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 0.0   | 10.0  | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Asian/Paci            | 8     | 9     |       |       |       |
| fic Islanders - \# tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 100   | 100   | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 38.0  | 36.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 0.0   | 0.0   | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Econ.                 | 39    | 49    |       |       |       |
| Disadvantaged - \# tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 100   | 86.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 17.0  | 17.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 0.0   | 14.0  | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| #  Limited En             | 0     | 0     |       |       |       |
| g. Proficient - \# tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | \*\*  | \*\*  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | \*\*  | \*\*  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | \*\*  | \*\*  | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| #                         |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| # State Scores            |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 87.0  | 70.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 20.0  | 16.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 13.0  | 30.0  | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+

\* Information not found, not given, or does not exist.

> \*\* Not enough students tested for testing service to give
> information.
>
> \*\*\* All students take state assessment (TAAS/TAKS). Only exception
> was on 2004 11^th^ grade

data in math and Rdg./Language Arts.

Texas Assessment of Academic Skills (TAAS) and

Texas Assessment of Knowledge & Skills (TAKS)

# Mathematics -- Grade 9

+---------------------------+-------+-------+-------+-------+-------+
|                           | 2003  | 2002  | 2001  | 2000  | 1999  |
|                           | -2004 | -2003 | -2002 | -2001 | -2000 |
+---------------------------+-------+-------+-------+-------+-------+
| Testing Month             | May   | May   | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| ## School Scores          |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 92.0  | 88.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 48.0  | 29.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 8.0   | 12.0  | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | 174   | 173   | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of students       | 100   | 99.3  | \*    | \*    | \*    |
| tested                    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \# of students            | 0     | 0     | 0     | 0     | 0     |
| alternatively assessed    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% of students            | \     | \     | \*    | \*    | \*    |
| alternatively assessed    | *\*\* | *\*\* |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ## Subgroup Scores        |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Hispani               | 115   | 111   |       |       |       |
| c - \# of students tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 89.0  | 84.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 35.0  | 24.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 11.0  | 16.0  | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Whit                  | 44    | 49    |       |       |       |
| e - \# of students tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 100   | 91.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 48.0  | 31.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 0.0   | 9.0   | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Asian/Paci            | 15    | 13    |       |       |       |
| fic Islanders - \# tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 100   | 100   | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 74.0  | 58.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 0.0   | 0.0   | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Econ.                 | 72    | 69    |       |       |       |
| Disadvantaged - \# tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 88.0  | 82.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 34.0  | 24.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 12.0  | 18.0  | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| #  Limited En             | 0     | 0     |       |       |       |
| g. Proficient - \# tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 86.0  | 64.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 33.0  | 6.0   | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 14.0  | 36.0  | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| #                         |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| # State Scores            |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 61.0  | 55.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 17.0  | 12.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 39.0  | 45.0  | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+

\* Information not found, not given, or does not exist.

> \*\* Not enough students tested for testing service to give
> information.
>
> \*\*\* All students take state assessment (TAAS/TAKS). Only exception
> was on 2004 11^th^ grade
>
> data in math and Rdg./Language Arts.

Texas Assessment of Academic Skills (TAAS) and

Texas Assessment of Knowledge & Skills (TAKS)

# Mathematics -- Grade 11

+---------------------------+-------+-------+-------+-------+-------+
|                           | 2003  | 2002  | 2001  | 2000  | 1999  |
|                           | -2004 | -2003 | -2002 | -2001 | -2000 |
+---------------------------+-------+-------+-------+-------+-------+
| Testing Month             | May   | May   | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| ## School Scores          |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 100   | 97.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 51.0  | 29.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 0.0   | 3.0   | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | 95    | 130   | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of students       | 92.0  | 99.3  | \*    | \*    | \*    |
| tested                    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \# of students            | 5     | 0     | 0     | 0     | 0     |
| alternatively assessed    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% of students            | \     | \     | \*    | \*    | \*    |
| alternatively assessed    | *\*\* | *\*\* |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ## Subgroup Scores        |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Hispani               | 63    | 84    |       |       |       |
| c - \# of students tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 100   | 98.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 35.0  | 24.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 0.0   | 2.0   | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Whit                  | 24    | 36    |       |       |       |
| e - \# of students tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 100   | 95.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 48.0  | 31.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 0.0   | 5.0   | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Asian/Paci            | 8     | 10    |       |       |       |
| fic Islanders - \# tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 100   | 100   | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 74.0  | 58.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 0.0   | 0.0   | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ##  Econ.                 | 39    | 52    |       |       |       |
| Disadvantaged - \# tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 100   | 96.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 34.0  | 24.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 0.0   | 4.0   | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| #  Limited En             | 0     | 0     |       |       |       |
| g. Proficient - \# tested |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | **\   | **\   | \*    | \*    | \*    |
|                           | *\*** | *\*** |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | **\   | **\   | \*    | \*    | \*    |
|     Performance           | *\*** | *\*** |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | **\   | **\   | \*    | \*    | \*    |
|     Standard              | *\*** | *\*** |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| #                         |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| # State Scores            |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Meeting Standard   | 85.0  | 68.0  | \*    | \*    | \*    |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Commended          | 17.0  | 12.0  | \*    | \*    | \*    |
|     Performance           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   \% Not Meeting        | 15.0  | 32.0  | \*    | \*    | \*    |
|     Standard              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+

> \* Information not found, not given, or does not exist.
>
> \*\* Not enough students tested for testing service to give
> information.
>
> \*\*\* All students take state assessment (TAAS/TAKS). Only exception
> was on 2004 11^th^ grade
>
> data in math and Rdg./Language Arts.