|Campus ID:||57905088||Campus Name:||TRINIDAD GARZA EARLY COLLEGE AT MT|
|District Name:||DALLAS ISD||District ID:||57905|
|Meets All Two:||0||Masters All:||0|
|Meets Prog All:||0||Exceed Prog All:||0|
|College Ready:||0||Cumulative Score:||0|
|Address||4849 ILLINOIS AVE STE W53A||State||TX|
Glossary of Terms
District Name: DISTNAME
Campus Name: CAMPNAME
Campus Number: CAMPUS
Total Students: CPETALLC
School Type: GRDTYPE
STAAR Percent at Meets Grade Level – ALL Grades – Two or More Subjects – 2017 – Special Ed: CS00A004217R
STAAR Percentage at Meets Grade Level Standard. The percentage of students who are determined to be sufficiently prepared for postsecondary success by achieving the Meets Grade Level performance standard on two or more assessments. The measure Two or More Subjects includes the performance of 1) students who took only one assessment and scored at the Meets Grade Level Standard or better and 2) students who scored at the Meets Grade Level Standard or better on two or more assessments. A student who took more than one assessment and scored at the Meets Grade Level Standard on only one of them is not included in the count of postsecondary-ready students.
STAAR Percent at Masters Grade Level – All Grades – ALL Subjects – 2017 – Special Ed: CS00A003A17R
The percentage of tests that met the Masters Grade Level performance standard.
STAAR Percent Met or Exceeded Progress – All Grades – All Subjects – 2017 – Special Ed: CS00A002G17R
The percentage of tests that met or exceeded the STAAR or ELL progress measure expectations.
STAAR Percent Exceeded Progress – All Grades – All Subjects – 2017 – CS00A002E17R
The percentage of tests that exceeded the progress measure expectations.
College and Career Ready Graduates – Post-Secondary for Special Ed population: CS0GP16R
■ The number of 2015–16 annual graduates who demonstrate preparedness for postsecondary success in one of three ways:
■ Meeting the TSI criteria in both ELA/reading and mathematics, as described above for College-Ready Graduates
■ Completing and earning credit for at least two advanced/dual-credit courses in the 2014–15 or 2015–16 school year
Enrolling in a coherent sequence of career and technical education (CTE) courses as part of a four-year plan of study to take two or more CTE courses for three or more credits during the 2015–16 school year (This includes the CTE Tech Prep Program)
(Sources of data: consolidated accountability file [CAF], THECB, College Board, and ACT)