Academic Accountability

Accountability Information

Overview

The Accountability Ratings site shows ratings as well as the data used to determine the ratings for each campus and district. The site also shows the distinction designations earned by campuses.

The School Report Card (SRC) combines accountability ratings, data from the Texas Academic Performance Reports (TAPR), and financial information to give a broad view of campus performance. Available for each campus in Texas, the SRC is intended specifically to inform parents and guardians about a school’s individual characteristics and its academic performance.

The Snapshot provides an overview of public education in Texas for a particular school year that includes a profile of basic characteristics for each district.

The Texas Performance Reporting System (TPRS) provides additional performance reports and results not previously available.

The Texas Consolidated School Rating Report (TCSR) combines the accountability rating, distinction designations, Financial Integrity Rating System of Texas (FIRST) rating, and community and student engagement rating for each district and campus in Texas.

The Texas School Accountability Dashboard makes it possible to find clear and concise accountability information and demographics for an individual school, an entire school district, or the state as a whole. It also allows anyone to easily compare districts or schools.

TEA Accreditation Status

A-F Accountability Refresh

School districts and campuses in Texas are evaluated under the state's accountability system administered by the Texas Education Agency (TEA). Accountability ratings are assigned to every district and campus in the Texas public education system each year. The state accountability system consists of three domains. Campuses and districts receive ratings of A-F for each domain and overall. The ratings are based on student performance on standardized tests, including State of Texas Assessments of Academic Readiness (STAAR) and End-Of-Course (EOC) results, as well as graduation rates and college, career, and military readiness (CCMR) outcomes.

Beginning with the 2023 Accountability Ratings, the TEA has implemented significant updates to the A–F Accountability Ratings System that impact students, schools and districts. The most noteworthy changes in the A-F Accountability Ratings System Refresh include:

Significant increase in the scaling method for CCMR throughout the system, with the most rigorous increase impacting the Student Achievement Domain.
Brand new calculation and scaling methods in the Academic Growth component of the School Progress Domain.
Brand new calculation and scaling methods in the Closing the Gaps Domain.
Entirely new calculation method for component and domain ratings for districts.

The rigorous changes in calculation methods and scaling to the Accountability Ratings System will likely result in decreased ratings for schools and districts across the state.

In Summary – the 2023 & 2024 Assessment and Accountability Systems

TEA implemented numerous changes that impact 2023 and 2024 Accountability Ratings
Students took newly designed STAAR/EOC exams in Spring 2023, and for the second time in Spring 2024
2023 and 2024 A-F Ratings are based on a different set of rules than in prior years
A school or district could actually IMPROVE performance over the previous year and still score LOWER in the new accountability rating system (2022 and prior)
2023 and 2024 Ratings cannot be compared side-by-side with 2022 Ratings (or prior years)

Key Changes to the Accountability System

Changes to District Ratings Calculations

There are changes in the way district A-F ratings are calculated. Prior to the Accountability System Refresh, district ratings were calculated similarly to campus ratings. Scores were calculated for each component and domain, the better of the School Achievement and School Progress domain scores was weighted at 70% of the overall score, and the Closing the Gaps score was weighted at 30% of the overall score.

Now, the results from each campus will count proportionately toward the district’s ratings based on enrollment of 3rd-12th grade students at each campus. This proportional weighting significantly impacts all districts across the state, with decreases in ratings anticipated.

Additionally, if any campus within a district earns less than a 70 in any domain score or overall score, the highest score that a district can receive for that domain or overall score is an 89. Even if the proportionally weighted calculation results in a higher score, the official score assigned would be an 89, or a B rating.

What This Means

An entirely new calculation methodology, as well as the significant changes in various domains outlined above, means that most districts will see a decrease across domain and overall scaled score, letter ratings, or both.

STAAR 2.0

In 2023, Texas introduced a redesigned State of Texas Assessment of Academic Readiness (STAAR) test, known as STAAR 2.0. The new test format included new question types that went beyond traditional multiple-choice questions. All students, starting in third grade, are now required to navigate:

Short constructed responses
Multi-select questions
Drag-and-drop items
Inline choice questions

Revised A-F Methodology

State Ratings

School districts and campuses in Texas are evaluated under the state's accountability system, which is administered by the Texas Education Agency (TEA). Accountability ratings are assigned to every district and campus in the Texas public education system each year. The state accountability system consists of three domains:

Student Achievement Domain: Evaluates academic performance on STAAR and postsecondary readiness
School Progress Domain:
- Part A: Academic Growth - Evaluates individual student growth on STAAR from year to year
- Part B: Relative Performance - Compares a school's Student Achievement Domain score to similar campuses
Closing the Gaps Domain: Focuses on the performance of student groups

The highest of the scaled scores earned in Student Achievement, School Progress Part A: Academic Growth, and School Progress Part B: Relative Performance will contribute 70 percent of the overall campus/district rating, while the scaled score earned on Closing the Gaps will contribute 30 percent. Campuses and districts receive ratings of A-F for each domain and overall.

Gainesville ISD
Gainesville High School
Gainesville Junior High
Gainesville Intermediate
W.E. Chalmers Elementary
Edison Elementary

Distinction Designations

Also, the accountability ratings system awards Distinction Designations to campuses based upon performance in comparison to a group of 40 very similar campuses across Texas. (Campus Comparison Groups are selected based upon similarities in campus type, size, and student demographics.) In order to be eligible for a Distinction Designation, a campus must first receive a "Met Standard" rating. Distinction designations available include:

Top 25% in Comparative Academic Growth
Awarded for campuses whose School Progress, part A domain scaled score is ranked in the top 25 percent of campuses in its campus comparison group.
Top 25% in Comparative Closing theGaps
Awarded for campuses whose Closing the Gaps domain scaled score is ranked in the top 25 percent of campuses in its campus comparison group.
Postsecondary Readiness (also available to districts)
Awarded for outstanding academic performance in attainment of postsecondary readiness. To earn a distinction for postsecondary readiness, an elementary or middle school must be in the top quartile within its campus campus comparison group. for at least one of the indicators for which they have data. High schools must have at least 33 percent of their indicators in the top quartile within its campus comparison group.
Academic Achievement in Reading/English Language Arts
Awarded for outstanding academic achievement in reading/English language arts based on outcomes of several performance indicators. The campus achieved within the top quartile in relation to its campus comparison group on 50% or more (elementary/middle schools) or 33% or more (high schools) of their eligible measures in reading/ELA.
Academic Achievement in Mathematics
Awarded for outstanding academic achievement in mathematics based on outcomes of several performance indicators. The campus achieved within the top quartile in relation to its campus comparison group on 50% or more (elementary/middle schools) or 33% or more (high schools) of their eligible measures in mathematics.
Academic Achievement in Science
Awarded for outstanding academic achievement in science based on outcomes of several performance indicators. The campus achieved within the top quartile in relation to its campus comparison group on 50% or more (elementary/middle schools) or 33% or more (high schools) of their eligible measures in science.
Academic Achievement in Social Studies
Awarded for outstanding academic achievement in social studies based on outcomes of several performance indicators. The campus achieved within the top quartile in relation to its campus comparison group on 50% or more (elementary/middle schools) or 33% or more (high schools) of their eligible measures in social studies.

Texas Academic Performance Report (TAPR)

The Texas Academic Performance Reports (TAPRs) were previously known as the Academic Excellence Indicator System (AEIS) Reports. The TAPRs pull together a wide range of information on the performance of students in each school and district in Texas every year. Performance is shown disaggregated by student groups, including ethnicity and low income status. The reports also provide extensive information on school and district staff, programs, and student demographics.

Texas Education Code 39.053 requires each district's Board of Trustees to publish an annual report that includes the TAPR Report, campus performance objectives, a report of violent or criminal incidents, and information received under the Texas Education Code 51.403(e) from the Texas Higher Education Coordinating Board. The Board of Trustees shall hold a public discussion of the report and they shall widely disseminate the report within the district.

Gainesville ISD 2023-2024 TAPR Report

Gainesville High School 2023-2024 TAPR Report

Gainesville Junior High 2023-2024 TAPR Report

Gainesville Intermediate 2023-2024 TAPR Report

W.E. Chalmers Elementary 2023-2024 TAPR Report

Edison Elementary 2023-2024 TAPR Report

Notice of Public Hearing
About Texas Academic Performance Report

Notice is hereby given that the Board of Trustees of the Gainesville Independent School District will hold a Public Hearing on Tuesday, February 18, 2025, during the regularly scheduled meeting of the Board of Trustees at 5:00 p.m.

The purpose of the hearing is to review district and campus student performance on the TAPR indicators and to provide descriptive performance information for the district and state on students, staff, and finance.

The Public Hearing will immediately follow a presentation of the Texas Academic Performance Report to the Board of Trustees. The Public Hearing will be conducted at 800 S. Morris Street, Gainesville, TX 76240.

Federal Report Card Data

Each district receiving Title I, Part A funding is responsible for disseminating the state, district and campus level Federal Report Card data to all district campuses and parents of all enrolled students, as well as making the information widely available through public means. Please click the links below for the 2023-2024 Federal Report Cards.

Gainesville ISD
Gainesville High School
Gainesville Junior High
Gainesville Intermediate
W.E. Chalmers Elementary
Edison Elementary
To view past report cards, click here: Federal Report Cards

Information on the report cards includes:

General Description of the Texas State Accountability System

Part (i): General Description of the Texas State Accountability System

(I) the minimum number of students that the State determines are necessary to be included in each of the subgroups of students for use in the accountability system;

(II) the long-term goals and measurements of interim progress for all students and for each of the subgroups of students;

(III) the indicators used to meaningfully differentiate all public schools in the State;

(IV) the State’s system for meaningfully differentiating all public schools in the State, including—

(aa) the specific weight of the indicators in such differentiation;

(bb) the methodology by which the State differentiates all such schools;

(cc) the methodology by which the State differentiates a school as consistently underperforming for any subgroup of students; and

(dd) the methodology by which the State identifies a school for comprehensive support and improvement;

(V) the number and names of all public schools in the State identified by the State for comprehensive support and improvement or implementing targeted support and improvement plans;

(VI) the exit criteria established by the State, including the length of years established.

Student Achievement by Proficiency Level

Part (ii): Student Achievement by Proficiency Level
This section provides information on student achievement on the STAAR (State of Texas Assessments of Academic Readiness) performance for mathematics, reading/ELA, and science by grade level and proficiency level for the 2023-24 school year. These results include all students tested, regardless of whether they were in the accountability subset.

Academic Growth

Graduation Rate

English Language Proficiency

School Quality or Student Success (SQSS)

Part (v): School Quality or Student Success (SQSS)

This section provides information on school quality or student success, which is college, career and military readiness (CCMR) for high schools and average performance rate of the three STAAR performance levels of all students, regardless of whether they were in the accountability subset, for elementary and secondary schools without a graduation rate.

Goal Meeting Status

STAAR Participation

Civil Rights Data

Part (viii): Civil Rights Data

Part (viii)(I): The section provides information from the 2020-21 Civil Right Data Collection (CRDC) surveys, submitted by school districts to the Office for Civil Rights, on measures of school quality, climate, and safety, including counts of in-school suspensions, out-of-school suspensions, expulsions, school-related arrests, referrals to law enforcement, chronic absenteeism (including both excused and unexcused absences), incidences of violence, including bullying and harassment.

Part (viii)(II): This section provides information from the 2020-21 CRDC surveys, submitted by school districts to the Office for Civil Rights, on the number of students enrolled in preschool programs and accelerated coursework to earn postsecondary credit while still in high school.

Teacher Quality Data

Part (ix): Teacher Quality Data

This section provides information on the professional qualifications of teachers, including information disaggregated by high- and low-poverty schools on the number and percentage of (I) inexperienced teacher, principals, and other school leaders; (II) teachers teaching with emergency or provisional credentials; and (III) teachers who are not teaching in the subject or field for which the teacher is certified or licensed.

Per-pupil Expenditure

Part (x): Per-pupil Expenditure

This section provides information on the per-pupil expenditures of federal, state, and local funds, including actual personnel expenditures and actual non-personnel expenditures, disaggregated by source of funds, for each school district and campus for the preceding fiscal year.

Per-pupil Expenditure for the 2024 fiscal year will be updated by June 30^th, 2025.

STAAR Alternate 2 Participation

Statewide National Assessment of Educational Progress (NAEP)

Cohort Rate of Graduates Enrolled in Postsecondary Education

Part (xiii): Cohort Rate of Graduates Enrolled in Postsecondary Education

This section provides information on the cohort rate at which students who graduated from high school in the 2021-22 school year enrolled in the 2022-23 academic year in (I) programs of public postsecondary education in Texas; (II) programs of private postsecondary education in Texas; and (III) programs of postsecondary education outside Texas.

Additional Information – Chronic Absenteeism

Section 1003 Fund

Part (xv): Section 1003 Fund

This section provides a list of all the local educational agencies and schools that received funds under Section 1003, including the amount of funds each school received, and the types of strategies implemented in each school with such funds for the 2022-23 school year.

Section 1003 Funds for the 2023-24 school year will be updated by June 30^th, 2025.

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