Texas Education Agency

Numbers of graduates and graduating examinees are masked in such a manner as to provide a general idea of the size of the group while maintaining student anonymity. In addition, blank cells indicate: (a) average scores were not available because no graduates took the ACT, or are not reported to maintain student anonymity; or (b) percentages are undefined, or not reported to prevent imputation.

2019-20 year consider as 2020 and 2018-19 year consider as 2019

A five-year extended longitudinal graduation rate is the percentage of students from a class of beginning ninth graders who graduate by the fall one year after their anticipated graduation date, that is, within five years of beginning ninth grade. A five-year extended longitudinal dropout rate is the percentage of students from the same class who, by the fall one year after their anticipated graduation date, drop out before completing their high school education. Dropouts are counted according to the definitions in place the years they drop out. The definition changed in 2005-06. Longitudinal rates for 2009 and later classes are comparable to one another. Rates for classes in which the national dropout definition was phased in (classes of 2006, 2007, and 2008) are not comparable from one class to another, nor are they comparable to rates for prior or later classes.

A four-year longitudinal graduation rate is the percentage of students from a class of beginning ninth graders who graduate by their anticipated graduation date, or within four years of beginning ninth grade. A four-year longitudinal dropout rate is the percentage of students from the same class who drop out before completing their high school education. Students who enter the Texas public school system over the years are added to the class, and students who leave the system for reasons other than graduating, receiving a Texas Certificate of High School Equivalency (TxCHSE), or dropping out, or who could not be tracked from year to year, are subtracted. Dropouts are counted according to the definitions in place the years they drop out. The definition changed in 2005-06. Longitudinal rates for the class of 2009 and later classes are comparable to one another. Rates for classes in which the national dropout definition was phased in (classes of 2006, 2007, and 2008) are not comparable from one class to another, nor are they comparable to rates for prior or later classes.

PEIMS: District Actual Financial Data, Texas 2018-2019 Financial Actual Reports - Year considered as 2019.

PEIMS Budget Financial Data for Each District in Texas. 2019-2020 Financial Budget Reports - Year considered as 2020

Texas Academic Performance Reports - STAAR Assessment Data: Additional Student Groups

Texas Academic Performance Reports - Kindergarten Readiness (Comprehensive TAPR Only)

Texas Academic Performance Reports Postsecondary Outcomes (Comprehensive TAPR Only)

Texas Academic Performance Reports: Staff, Student, and Annual Graduates Profile, Texas

Texas Academic Performance Reports - STAAR Assessment Data: Primary Student Groups The Texas Academic Performance Reports (TAPR) 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 socioeconomic status. 

The Texas Education Agency (TEA) prepares data and reports related to college admissions testing, including SAT and ACT, in Texas public schools. Note: Data collected using average of all district & regions. https://rptsvr1.tea.texas.gov/acctres/satact/2015/sat_act_glossary_class_2015.html  

For the 2018-2019 Statewide School Districts for Texas the information was collected from all 254 county central appraisal districts and from the Texas Education Agency.