- Our Mission
- About Us
- NCLB District Performance
- NCLB Highly Qualified Teacher Survey
- Accountability Ratings
- RRISD Annual Report
- Student Success Initiative (SSI)
- Helpful Links
The Assessment & Accountability Division serves public education by compiling and evaluating information that enables stakeholders to make informed decisions.
Assessment & Accountability oversees administration of all State assessments. We also provide analysis and reporting services for State assessments, as well as a number of other national and local assessments. We conduct district-wide surveys on a variety of topics, conduct educational program evaluations, and screen and approve all research requests that are submitted to the district.
Round Rock ISD is a data-driven district, and the job of Assessment & Accountability is to ensure that accurate, timely, and relevant data is available to measure student achievement, educational program effectiveness, and district-wide operational efficiency.
The No Child Left Behind Act (NCLB) was signed into law on January 8, 2002. This law represented the most sweeping reforms in education since the original Elementary and Secondary Education Act of 1965.
There are four key elements to this legislation. They are:
- Stronger accountability for results: States are responsible for having strong academic standards for what every child should know and learn in reading, math, and science for elementary, middle and high schools.
- Expanded flexibility and local control: The new law gives states and school districts greater say in using the federal education dollars they receive each year.
- Expanded options for parents: NCLB gives parents options for helping their children if they are enrolled in schools chronically identified as in need of improvement.
- Emphasis on research-based methods, especially in reading: The new law will target education dollars to research-based programs that have been proven to help most children learn.
In 1993, the Texas legislature enacted statutes that mandated the creation of the Texas public school accountability system to accredit school districts and rate schools. The accountability system integrates the statewide curriculum (TEKS); the state criterion-referenced assessment system (previously TAKS, now STAAR); district and campus recognition for high performance and significant increases in performance; sanctions for performance; and school, district, and state-level reports.
The commissioner of education sets the standards for each rating category within parameters specified in law. The standards were designed to phase in increasingly higher expectations for districts and campuses annually.
Each year, the Texas Education Agency rates schools and districts across the state based on the academic performance of their students, the dropout rate, and other factors.
The overall design of the accountability rating system is a framework of four Performance Indexes which include a broad set of measurements that provide a comprehensive evaluation of the entire campus or district.
Each year, RRISD compiles a wide range of information on the performance of students in each school and the district into an Annual Report. RRISD publishes the Annual Report in the format specified by TEA. The primary component of the Annual Report is the Texas Academic Performance Report (TAPR) for the district and each campus. In addition to the TAPR, the district also includes the PEIMS Financial Standard Reports, campus performance objectives, a report of violent or criminal incidents, and information received from the Texas Higher Education Coordinating Board (THECB) for each high school campus in the district TAPR reports are published each fall, and the Annual Report prepared in January.
The Student Success Initiative (SSI), which was enacted in 1999, established grade advancement requirements for students in grades 5 and 8 who take the STAAR reading and math tests.
The SSI stipulates that a student may advance to the next grade level only by passing these tests or by a unanimous decision of his or her grade placement committee. The goal of the SSI is to support on-grade-level academic achievement for every student.
For more information about the SSI, go to the TEA website.
State of Texas Assessments of Academic Readiness (STAAR™)
In 2009, the 81st Texas Legislature passed House Bill 3, which required the Texas Education Agency (TEA) to increase the rigor of state assessments so that performance standards would clearly indicate students’ college readiness. STAAR tests the content standards of the Texas Essential Knowledge and Skills (TEKS) at a greater level of depth and complexity than previously, and emphasizes the skills that are needed to be successful in the next grade level or course.
Which subjects will be tested with STAAR?
At the elementary and middle school level, students are tested at the same grade levels and in the same subject areas as they were on TAKS. All students in grades 3-8 take a STAAR assessment in reading and mathematics each year, students in grades 4 and 7 are tested in writing, students in grades 5 and 8 are tested in science, and students in grade 8 are tested in social studies.
Beginning in the spring of 2012, incoming high school students no longer take grade level assessments. Instead, they take end-of-course (EOC) exams according to the classes in which they are enrolled. Middle school students who are enrolled in high school courses are also required to take the EOC tests.
The EOC assessments are listed in the table below:
|English I||Algebra I||Biology||U.S. History|
How is STAAR different from TAKS?
The most significant difference between the two tests is that the STAAR assessments are designed to be more rigorous and to provide information about student readiness for the next grade level or course, and ultimately for college and career.
Student performance categories on TAKS included Did Not Meet Standard, Met Standard, and Commended levels. The STAAR performance levels are as follows:
|Level III: Advanced Academic Performance||Performance in this category indicates that students are well prepared for the next grade or course. They demonstrate the ability to think critically and apply the assessed knowledge and skills in varied contexts, both familiar and unfamiliar. Students in this category have a high likelihood of success in the next grade or course with little or no academic intervention.|
|Level II: Satisfactory Academic Performance||Performance in this category indicates that students are sufficiently prepared for the next grade or course. They generally demonstrate the ability to think critically and apply the assessed knowledge and skills in familiar contexts. Students in this category have a reasonable likelihood of success in the next grade or course but may need short-term, targeted academic intervention.|
|Level I: Unsatisfactory Academic Performance||Performance in this category indicates that students are inadequately prepared for the next grade or course. They do not demonstrate a sufficient understanding of the assessed knowledge and skills. Students in this category are unlikely to succeed in the next grade or course without significant, ongoing academic intervention.|
Source. Texas Education Agency: Performance Labels and Policy Definitions for the State of Texas Assessments of Academic Readiness (STAAR™)
Other changes include the introduction of a four-hour testing time limit, the addition of open-ended (griddable) response options on math and science tests, and the option to administer end-of-course exams online. English I and English II tests have a five-hour testing limit.
Are there STAAR tests for special populations?
TEA has developed STAAR Accommodated and STAAR Alternate assessments for Special Education students in grades 3-8 and for EOC exams for the five high school courses that are required for graduation.
TEA also has developed linguistically accommodated versions of the tests called STAAR L, which are available to eligible students for all math, science, and social studies subject tests.
Where can I go for more information?
Texas English Language Proficiency Assessment System (TELPAS)
The English Language Proficiency System measures English Language Learners (ELLs) growth in listening, speaking, reading and writing in English. Students receive a rating of beginning, intermediate, advanced, or advanced high in each domain. All ELLs in kindergarten through 12th grade are tested each spring until their language proficiency assessment committee (LPAC) determines that they are proficient in the English language.
Helpful Links Regarding Assessment
The Texas Education Agency’s Student Assessment Division
The ACT College Entrance Exam
The SAT College Entrance Exam
The Educational Testing Service Network
Harcourt Educational Measurement
The National Assessment Governing Board
The National Center for Educational Statistics
Helpful hints for calendars:
- To see specific test information, click on the event to see the details
- To only see a specific calendar, click on the dropdown arrow to the right of the word “Agenda” select only the calendar you wish to see.
- To add one or more of these calendars, click on the Google calendar icon located at the bottom right of the calendar and follow the steps to have the calendar(s) you select be added to your calendar.