• 2022 Lubbock ISD STATE Ratings Listing

• 2022 State Rating Overview of Performance Domain Framework

According to the 2021 Accountability Manual, "Not Rated:  Declared State of Disaster indicates that due to extraordinary public health and safety circumstances inhibited the ability of the state to accurately measure district and camus performance.  Notwithstanding any other provision of this 2021 Accountability Manual, the 2021 rating label that is issued to all districts and campuses is Not Rated: Declared State of Disaster."

• 2021 Academic Accountability Reporting

• 2021 Academic Accountability System Overview

According to the 2020 Accountability Manual, "Not Rated:  Declared State of Disaster indicates that due to extraordinary public health and safety circumstances (COVID-19), the closure of schools during the state's testing window inhibited the ability of the state to accurately measure district and campus performance.  Notwithstanding any other provision of the 2020 Accountability Manual, the 2020 rating label that is issued to all districts and campuses is Not Rated: Declared State of Disaster."

The Texas Education Agency (TEA) rates each district and campus at the close of each school year.  Results are based on the more rigorous State of Texas Assessments of Academic Readiness (STAAR®) for grades 3 through End-of-Course, along with high school graduation rates and College, Career, and Military Ready (CCMR) rates.

The A-F Rating system includes three performance domains, which include a broad set of measures that provide a comprehensive evaluation of each campus and district.  The three accountability domains are:

• Domain 1:  Student Achievement

• Domain 2:  School Progress

• Domain 3:  Closing the Gaps

Districts and campuses receive an Overall Rating, as well as a rating for each of the three domains, of A, B, C, D, or F.  Special campus intervention teams have been put in-place to address identified concerns at each campus who received a D or F rating.

Distinction Designations recognize outstanding academic achievement on various indicators.  Only campuses who receive an accountability rating of A, B, C, or D are eligible to earn a Distinction Designation.

• Every Student Succeeds Act

• Federal Report Card

The Every Student Succeeds Act (ESSA) became law on December 10, 2015, replacing the No Child Left Behind (NCLB) Act.  ESSA includes provisions that help ensure success for students and schools. NCLB put measures in-place that exposed achievement gaps among traditionally underserved students.  The focus on accountability has been critical in ensuring a quality education for all children.  ESSA granted flexibility to states regarding specific requirements in exchange for rigorous and comprehensive state-developed plans designed to close achievement gaps, increase equity, improve instruction, and increase outcomes for all students. 

ESSA requires the state to provide interventions to improve identified low-performing schools.  To align identification of schools for improvement with the state's accountability sytem, the Texas Education (TEA) utilizes the Closing the Gaps domain performance to identify comprehensive, targeted, and additional target support and improvement schools.  Campuses are evaluated annually for identification.

Comprehensive Support and Improvement
TEA ranks the scaled Domain 3 score for all campuses and the lowest five percent of campuses that receive Title I, Part A funds are identified for comprehensive support and improvement.  Additionally if any Title I or non-Title I campus does not attain at least a 67 percent four-year federal graduation rate for the All Students group, the campus is identified for comprehensive support and improvement.

Targeted Support and Improvement Identification
TEA also identifies campuses that have consistently underperforming student groups.  A student group that misses the targets in at least the same three indicators, for three consecutive years, is considered "consistently underperforming".  Any campus not identified for comprehensive support and improvement that has a least one consistently underperforming student group is identified for targeted support and improvement.

Additional Targeted Support Identification
Any campus that is not identified for comprehensive or targeted support and improvement is identified for additional targeted support if an individual student group's percentage of evaluated indicators met is at or below the percentage used to identify that campus type for comprehensive support and improvement.

Lubbock ISD campuses that have been identified for comprehensive, targeted, or additional targeted support will address identified concerns.