Stude ent Perfo ormance e

SAT/ACTAchievementGap AfricanAmerican Students

38.0% 36.0% 34.0% 32.0% 30.0% 28.0% 26.0% 24.0% 22.0% 20.0% 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 DISDWhiteDISDBlack(AEIS) DISDWhiteDISDBlack(Internal) StateWhiteDISDBlack(AEIS)

SAT/ACTAchievementGap HispanicStudents
38.0% 36.0% 34.0% 32.0% 30.0% 28.0% 26.0% 24.0% 22.0% 20.0% 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 DISDWhiteDISDHispanic(AEIS) DISDWhiteDISDHispanic(Internal) AEIS data are from the Texas Education Agency (TEA) Academic Excellence Indicator System. ACT/SAT data lags two full years as reported by TEA. Dallas ISD tracks the data internally as well, but uses a slightly different data set when making calculations due to limited data availability, causing some discrepancy between the two. But Internal data are readily available for the most recently completed year and so a partial data set is included. StateWhiteDISDHispanic(AEIS)

AnnualImprovement(orDeterioration)of AchievementGap
5% 0% 5% 10% 15% DISDGapReduction StateGapReduction DISDGapImprovementvsState

This graph focuses on achievement as recorded using the Texas state accountability system, as opposed to the nationally normed SAT/ACT. The data analyzed are from the Sum of All Tests, All Grades tested as reported by TEA, for TAAS (from 1995-2002), TAKS (2003-2011), and STAAR (2012-2013). The graph is specifically focused on the gap between African American and White students, The graph is a measure of change from one year to the next. So, the values in 1995 reflect improvement or deterioration in the achievement gap from 1994 to 1995. Anything above zero represents an improvement (ie, narrowing of the difference between black students and their white peers). Anything below zero represents deterioration. The graph presents both DISD numbers (specifically, DISD black students vs. their statewide white peers) and State numbers (statewide black students and their statewide white peers). Given the lack of national norm referencing in the states accountability system, and the frequent reduction in cut points for passing, it is impossible to know from just looking at state data whether there is an absolute improvement in student achievement. As a result, the purple line in this graph shows the relative improvement Dallas made vs. the state. Any year Dallas improved more than the state is a year when the achievement gap narrowed in Dallas. Given the data, this happened only 8 years since 1994, including a 1.8% reduction in 2013. The gap worsened in 11 of those years, including a 1.0% increase in 2012.

Princi ipal Perf formanc ce

Principal P Evaluatio E on Data

New Prin ncipal Evalu uation Syst tem Per rformance (Obs servational) Returnin ng Principal ls Departin ng Principal ls All Princ cipals
60 55 50 45 40 35 30 25 20 NewPrincipal Ev valuationSyste em School lEffectiveness In ndex(SEI) Avera ageDeparting Princ ipal Avera ageofAll Princ ipals Avera ageReturning Princ ipal

Achiev vement (Student t Scores) 23 3.7 21 1.4 23 3.2

Total 59.4 46.4 56.7

Scho ool Effective eness Index (S SEI) 51.4 4 46.6 6 50.3 3

35.5 24.5 33.4

g Principals includes all prin ncipals who started s with th he district during the 2012-2013 school year Departing but who are a not serving g as principals in 2013-201 14 (for any re eason). Princ ipals who left t prior to the e end of the 2012-2013 school year y did not receive r a scor re under the N New Principa al Evaluation S System, but d do have an SEI. S

Teachers
Teacher Vacancy Levels At the Start of School
Date of Measurement 8/26/2013 8/26/2012 8/26/2011 8/26/2010 8/26/2009 Total Number of Teacher Vacancies 337 661 886 501 382 Elementary Vacancies 205 355 497 234 212 Middle School Vacancies 49 123 130 113 57 High School Vacancies 83 183 259 153 112

TeacherVacancies
1000 900 800 700 600 500 400 300 200 100 0 2009 2010 2011 2012 2013

Classroom Effectiveness Index (CEI) Data

Returning Teachers CEI Division Mean CEI Language Arts Social Studies Math Science World Languages Computer Science All 50.5 50.2 50.8 51.0 50.6 51.5 50.7 Number of Teachers with CEI 1882 301 1798 491 76 56

Separated Teachers Number of Teachers with CEI 363 57 341 100 15 2

Mean CEI 49.4 51.8 48.8 30.1 51.5 45.2 49.4

Returning Teachers Teachers With CEI Teachers Without CEI 3766 4845

Separated Teachers 717 819

CEI Data are from the 2012-2013 school year. Separations include anyone who worked for the district at the start of the 2012-2013 school year who no longer works for the district as of the start of the 2013-2014 school year, regardless of reason for the separation. Total teacher counts dont equal the sum of individual teaching CEIs because some teachers cover multiple areas and therefore have multiple CEIs.