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INDEPENDENT SCHOOL DISTRICT
Nothing without Great Effort
Home of the Fighting Bearcats
Under the accountability provisions in the No Child Left Behind (NCLB) Act, all public school campuses, school districts, and the state are evaluated for Adequate Yearly Progress. Districts, campuses, and the state are required to meet AYP criteria on three measures: Reading/Language Arts, Mathematics, and either Graduation Rate (for high schools and districts) or Attendance Rate (for elementary and middle/junior high schools).
If a campus, district, or state that is receiving Title I, Part A funds fails to meet AYP for two consecutive years, that campus, district, or state is subject to certain requirements such as offering supplemental education services, offering school choice, and/or making corrective actions.
Texas NCLB report
2017 Federal Report Cards
State of Texas
De Leon ISD
De Leon Elementary School
Perkins Middle School
De Leon High School
Hard copies of the 2017 Report Cards are available to parents upon request at each campus and to the public at the De Leon ISD Central Office.
Information on these report cards includes:
•Assessment results for the LEA and campuses in the aggregate and disaggregated by race/ethnicity, gender, disability status, migrant status, English proficiency, and economically disadvantaged showing two-year trend data for each subject and grade tested:
• by performance level,
• with a comparison between annual objectives and actual performance for each student group, and
• the percentage of each group of students not tested.
•Graduation rates for secondary school students
•Performance of school district and campuses on adequate yearly progress (AYP) measures
•Number and names of Title I schools identified as in need of improvement, including the stage of improvement and AYP indicator missed by any schools identified for improvement.
•Professional qualifications of teachers in the LEA and campuses, including the percentage of teachers teaching with emergency or provisional credentials and the percentage of classes in the LEA and campuses that are not taught by highly qualified teachers, including a comparison between high-and low-poverty campuses within the LEA.
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