Accountability

School districts in Texas are evaluated under the state’s accountability system, which is administered by the Texas Education Agency. In addition to the state accountability system, districts are also evaluated under a federal accountability system, commonly known as the Every Student Succeeds Act (ESSA).

STATE ACCOUNTABILITY

The Texas accountability system has changed over time, but has historically relied upon the student results on specific state assessments to determine a rating for each district and school. The state assessment used to evaluate students has also changed over time, from the TAAS test to the TAKS test to the current STAAR test. During the 85th Texas legislative session, House Bill (HB) 22 was passed establishing three domains for measuring the academic performance of districts and campuses: Student Achievement, School Progress, and Closing the Gaps. Under this accountability system, districts and campuses will receive a rating of A, B, C, D, or F for overall performance, as well as for performance in each domain.

For additional resources from the Texas Education Agency regarding the new state accountability system, click here.

Richardson ISD received an overall rating B, and 49 of 53 campuses received a rating of C or higher.

2022 Campus Accountability Ratings

Texas Academic Performance Reports (TAPR)

The Texas Academic Performance Reports (TAPR), formerly known as the AEIS (Academic Excellence Indicator System) pull together a wide range of information annually on the performance of students in each school and district in Texas. The reports also provide extensive information on staff, programs, and demographics for each school and district.

Executive Summary
Click here to view the Texas Academic Performance Reports 2022-2023
PEIMS Financial Standard Reports
District Accreditation Status
Click here to view the Campus Improvement Plans for 2022-2023
Special Education Determination Status – Not yet publicly available
Student Disciplinary Action Incident Report
Report on Violent or Criminal Incidents
Student Performance in Postsecondary Institutions
Progress Toward Meeting HB3 Goals

Some documents may contain content that is not accessible to all readers. To obtain assistance accessing these documents, please contact RISD at 469-593-0507.

Public Education Grant (PEG) Program

In 1995, the Texas Legislature created the Public Education Grant (PEG) program (TEC §§29.201 – 29.205). The PEG program permits parents whose children attend schools on the PEG list to request that their children transfer to schools in other districts. A list of PEG-designated schools is provided to districts annually. By February 1, districts must notify each parent of a student in the district assigned to attend a school on the PEG list. Parents may then request a transfer for the following school year.

Public Education Grant (PEG) Frequently Asked Questions (FAQs)

FEDERAL ACCOUNTABILITY

Richardson Independent School District is sharing this information about the district and your child’s campus with you as part of its obligations under the federal Every Student Succeeds Act of 2015 (ESSA).

Federal Report Cards for the state, the district, and each of the district’s campuses are now available on the Texas Education Agency’s website.

Information included in the Federal Report Card

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
- (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

Part (ii): State Achievements by Proficiency Level
This section provides information on student achievement on the STAAR (State of Texas Assessments of Academic Readiness) performance for mathematics, ELA/reading, and science by grade level and proficiency level for the 2020–21 school year. These results include all students tested, regardless of whether they were in the accountability subset.

Part (iii)(I): Academic Growth
This section provides information on students’ academic growth for mathematics and ELA/reading for public elementary schools and secondary schools which don’t have a graduation rate. These results include all students tested, regardless of whether they were in the accountability subset.

Part (iii)(II): Graduation Rate
This section provides information on high school graduation rates.

Part (iv): English Language Proficiency
This section provides information on the number and percentage of English learners achieving English language proficiency.

Part (v): School Quality or Student Success (SQSS)
This section provides information on the other indicator of 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.

Part (vi): Goal Meeting Status
This section provides information on the progress of all students and each student group toward meeting the long-term goals or interim objectives on STAAR academic performance, federal graduation rate, and English learners’ language proficiency.

Part (vii): STAAR Participation
This section provides the percentage of students assessed and not assessed for mathematics, ELA/reading, and science.

Part (viii) Civil Rights Data
Part (viii)(I) The section provides information submitted by school districts to the Office for Civil Rights on measures of school quality, climate, and safety.

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

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.

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.

Part (xi): STAAR Alternate 2 Participation
This section provides information on the number and percentage of students with the most-significant cognitive disabilities who take STAAR Alternate 2, by grade and subject.

Part (xii): Statewide National Assessment of Educational Progress (NAEP)
This section provides results on the state academic assessments in reading and mathematics in grades 4 and 8 of the National Assessment of Educational Progress, compared to the national average of such results.

Part (xiii): Cohort Rate of Graduates Enrolled in Postsecondary Education
This section provides information on the cohort rate at which students who graduate from the high school enroll, for the first academic year that begins after the student’s graduation, in (I) programs of public post-secondary education in Texas; and (II) programs of private postsecondary education in Texas or programs of post-secondary education outside Texas.

Part (xiv): Additional Information – Chronic Absenteeism
This section provides information on the Chronic Absenteeism per EDFacts definition: percent of unduplicated number of K – 12 students enrolled in a school for at least 10 days and absent for 10% or more days during the 2019-20 school year.

TAKS-Based Accountability Ratings

Until 2011, the State of Texas used a different accountability system to rate schools, based on the TAKS test that is no longer administered to students. That rating system offered each school four possible ratings, Exemplary, Recognized, , Academically Acceptable and Academically Unacceptable. Please click here to see RISD campus ratings under this previous accountability system.