Accountability Information

  • 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)

    2017-2018 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. For a copy of the district's report click 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 reports 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 would like a copy of this report provided to you in hardcopy, please ask your campus principal.

    Information Included on 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; 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
    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 2017–18 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.

    Texas will delay reporting information on per-pupil expenditures until the 2018–19 school 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 postsecondary education in Texas; and (II) programs of private postsecondary education in Texas or programs of postsecondary education outside Texas.