Graduation: 4-Year Two or African American Pacific Special Econ Longitudinal District* Hispanic* White* Asian* More ELL* American* Indian* Islander* Ed* Disadv* Rate Races* Class of 2016 Graduated Received GED Continued HS *State Accountability student group for Graduation (if group size meets minimum size requirements) Graduation: 5-Year Two or Extended African American Pacific Special Econ District* Hispanic* White* Asian* More ELL* Longitudinal American* Indian* Islander* Ed* Disadv* Races* Rate Class of 2015 Graduated Received GED Continued HS *State Accountability student group for Graduation (if group size meets minimum size requirements) Superintendent Comments: C. Post district Dropout Rates below. The data can be found on page 10 of the Texas Academic Performance Report. Two or Annual African American Pacific Special Econ District* Hispanic* White* Asian* More ELL* Dropout Rate American* Indian* Islander* Ed* Disadv* Races* Grade 7-8 Grade 9-12 *State Accountability student group for dropout rate (if group size meets minimum requirements) Superintendent Comments: Step 4: Strengths and Areas of Need Using the student performance data summarized in Steps 1-3 above, the superintendent and board should identify strengths and areas that may need to be addressed. Strengths in district student performance:
Graduation: 4-Year Longitudinal Rate Class of 2016 District* African American* Hispanic* White* American Indian* Asian* Pacific Islander* Two or More Races* Special Ed* Econ Disadv* ELL* Graduated Received GED Continued HS *State Accountability student group for Graduation (if group size meets minimum size requirements) Graduation: 5-Year Extended Longitudinal Rate Class of 2015 District* African American* Hispanic* White* American Indian* Asian* Pacific Islander* Two or More Races* Special Ed* Econ Disadv* ELL* Graduated Received GED Continued HS *State Accountability student group for Graduation (if group size meets minimum size requirements) Superintendent Comments: C. Post district Dropout Rates below. The data can be found on page 10 of the Texas Academic Performance Report. Annual Dropout Rate District* African American* Hispanic* White* American Indian* Asian* Pacific Islander* Two or More Races* Special Ed* Econ Disadv* ELL* Grade 7-8 Grade 9-12 *State Accountability student group for dropout rate (if group size meets minimum requirements) Superintendent Comments: Step 4: Strengths and Areas of Need Using the student performance data summarized in Steps 1-3 above, the superintendent and board should identify strengths and areas that may need to be addressed. Strengths in district student performance:
Supt_Appraisal_Fall_2017-1.docx