Accountability Information

  • 2021 Accountability: Extraordinary public health and safety circumstances inhibited the ability of the state to accurately measure district and campus performance in 2020-21. Therefore, for 2020-21, all districts and campuses received a rating of Not Rated: Declared State of Disaster overall and in each domain. Distinction designations were not awarded for 2020-21. See TEA’s 2021 Accountability webpage for more information: TEA's 2021 Accountability Webpage

    2020 Accountability: All districts and schools in the State of Texas received a label of 'Not Rated: Declared State of Disaster'

    2019 Accountability: Hays CISD earned a 'B' (recognized performance) rating.


    accountability graphic Overall State Accountability Ratings are calculated on performance in three key areas.

    1. Student Achievement - For high schools and districts, performance on STAAR makes up 40% of the overall Student Achievement grade. College, Career, and Military Readiness makes up 40% and 20% is based on Graduation Rates. Elementary and middle schools Student Achievement grade is solely based on STAAR performance.

    2. School Progress - Measures how students perform on STAAR this year versus last year or how a district/campus compares to similar districts on progress standards.

    3. Closing the Gaps - Measures the % of different groups of students that are performing above targets set by the state in four areas - Grade Level Performance "Meets" on STAAR, Academic Growth/Graduation Rate, English Language Proficiency, Student Achievement in terms of CCMR.

    Distinction Designations are awarded in recognition of outstanding achievement in specific areas. Campus distinctions are based on student performance in the areas listed below in comparison to forty similar campuses. 

    • Academic Achievement in Reading/English Language Arts (campus only)
    • Academic Achievement in Mathematics (campus only) 
    • Academic Achievement in Science (campus only) 
    • Academic Achievement in Social Studies (campus only) 
    • Top 25 Percent: Comparative Academic Growth (campus only) 
    • Top 25 Percent: Comparative Closing the Gaps (campus only) 
    • Postsecondary Readiness (campus and district)

    The new TXSchools.gov website contains interactive accountability rating summaries and detailed reports for each district, campus, and open-enrollment charter school in the state of Texas.

    The Texas Education Agency evaluates public schools and districts under state accountability requirements. Hays CISD is committed to the vision that all Hays CISD learners will be academically prepared for college, career and life.  Below are different accountability process, ratings and reports regarding the various types of accountability requirements for Hays Consolidated Independent School District.

    Click the topic headlines below for additional information about accountability processes, ratings and reports.

  • Understanding the New A - F Ratings

    The 85th Texas Legislature passed House Bill (HB) 22, establishing three domains for measuring the academic performance of districts and campuses: Student Achievement, School Progress, and Closing the Gaps. Districts will receive a rating of A, B, C, D, or F for overall performance, as well as for performance in each domain, beginning in August 2018. Campuses will receive A–F ratings beginning in August 2019. Read more on the Texas Education Agency website, or watch the videos below:

  • District Accreditation Status

    The Texas Education Agency awards an accreditation status to each public school district and charter school. The accreditation status is based on the academic accountability rating and financial ratings from the Financial Integrity Rating System of Texas. A district or charter must be accredited by the state to operate as a public school.

  • Texas Academic Performance Reports (TAPR)

    2019-2020 Texas Academic Performance Report Public Hearing

    Each year the Texas Education Agency (TEA) publishes performance reports for districts and campuses. 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 reports also provide extensive information on school and district staff, programs, and student demographics. The Texas Academic Performance Reports for Hays CISD and the campuses within the district, are directly linked to the TEA website:

    You can search the link for campus reports and the district report.  If you would like a copy of this report provided to you in hardcopy, please ask your campus principal.

  • School Report Cards (SRC)

    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. School Report Cards for campuses within Hays CISD are directly linked to the TEA website:

    You can search the link for campus reports.  If you would like a copy of this report provided to you in hardcopy, please ask your campus principal.

  • HB 3 Required Board Goals

    House Bill 3 (HB 3) amends Texas Education Code (TEC) to add Sec. 11.185 and 11.186 to include plans that target early childhood (EC) literacy and math proficiency and college, career, and military readiness (CCMR). More information can be found HERE.

  • Federal Report Card

    The U.S. Department of Education requires each state to publish an annual report card with specific district- and campus-level data. Every district that receives Title I, Part A funding is responsible for distributing the state-, district- and campus-level report cards to each of its campuses, the parents of all enrolled students, and the general public. The federal report cards for the district and campuses within Hays CISD are directly linked to the TEA website: 

    You can search the link for campus reports and the district report. If you have difficulty accessing the information from the website, hard copies of the reports are available at the district or campus office.  If you have questions about the information, please contact your campus principal. 

    Information Included on the Federal Report Card

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

    On March 27, 2020, the U.S. Department of Education (USDE) waived statewide assessment, accountability, and certain reporting requirements in the Elementary and Secondary Education Act (ESEA) for the 2019-2020 school year due to widespread school closures related to the novel Coronavirus disease (COVID-19). The waiver includes the report card provisions in section 1111(h)(1)(C)(i) (accountability system description).

    Campuses Identified for Support under the Every Student Succeeds Act (ESSA) for the 2020-2021 school year are reported.

    (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.

    Part (ii): Student Achievement by Proficiency Level

    Due to the impact of COVID-19, the USDE waived reporting requirements in Section 1111(h)(1)(C)(ii) (assessment results) for the 2019-2020 school year.

    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 2019–20 school year. These results include all students tested, regardless of whether they were in the accountability subset.

    Part (iii)(I): Academic Growth

    Due to the impact of COVID-19, the USDE waived reporting requirements in Section 1111(h)(1)(C)(iii)(I) (other academic indicator results) for the 2019-2020 school year.

    This section provides information on students’ academic growth for mathematics and reading/ELA for public elementary schools and secondary schools without a graduation rate, for the 2019-2020 school year. 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 for the class of 2019.

    Part (iv): English Language Proficiency

    Due to the impact of COVID-19, the USDE waived reporting requirements in Section 1111(h)(1)(C)(iv) (English language proficiency results) for the 2019-2020 school year.

    This section provides information on the number and percentage of English learners achieving English language proficiency based on the 2020 TELPAS (Texas English Language Proficiency Assessment System) data.

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

    Due to the impact of COVID-19, the USDE waived reporting requirements in Section 1111(h)(1)(C)(v) (school quality or student success indicator results) for the 2019-2020 school year for elementary schools and secondary schools without a graduation rate. For secondary schools with CCMR (college, career, and military readiness) data, the results are reported.

    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

    Due to the impact of COVID-19, the USDE waived reporting requirements in Section 1111(h)(1)(C)(vi) (progress toward meeting long-term goals and measurements of interim progress) for the 2019-2020 school year.

    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

    Due to the impact of COVID-19, the USDE waived reporting requirements in Section 1111(h)(1)(C)(vii) (percentage of students assessed and not assessed) for the 2019-2020 school year.

    This section provides the percentage of students assessed and not assessed on STAAR for mathematics, reading/ELA, and science.

    Part (viii): Civil Rights Data

    Part (viii)(I): The section provides information from the 2017-2018 Civil Rights 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 2017-2018 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.

    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

    To be updated by June 30th, 2021.

    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

    Due to the impact of COVID-19, the USDE waived reporting requirements in Section 1111(h)(1)(C)(xi) (number and percentage of students with the most significant cognitive disabilities taking an alternate assessment) for the 2019-2020 school year.

    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 for the 2018-2019 school year.

    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 2019 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 graduated from high school in the 2017-2018 school year enrolled in a Texas public postsecondary education institution in the 2018-2019 academic year.