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Texas Performance Reporting System
FIRST Report Report can also be located on the Business Dept subtab
2016–17 Texas Performance Reporting System
The most comprehensive state academic accountability report published by TEA, the Texas Performance Reporting System (TPRS) combines information previously released in the 2017 state accountability reports, the Texas Academic Performance Reports (TAPR), and the School Report Card. It also includes results for student groups not previously reported.
2016-2017 Wolfe City Elementary Report
2016-2017 Wolfe City Middle School Report
2016-2017 Wolfe City High School Report
2016-2017 Wolfe City ISD Report
The information below describes what comprises the TPRS and explains which student groups are included in each section of the TPRS.
STAAR Performance Results—All Students (all students, whether or not they were part of the accountability subset)
TAB 1 | TAB 2 | ||
TAPR Student Groups | All Students, African American, Hispanic, White, American Indian, Asian, Pacific Islander, Two or More Races, Special Education, Economically Disadvantaged, and English Language Learners (ELL) | Additional Student Groups | Economically Disadvantaged, Non-Economically Disadvantaged, Male, Female, Special Education, Non-Special Education, At Risk, Non-At Risk, Migrant, and Non-Migrant |
STAAR Performance Results—Accountability Subset (only those students included in the accountability subset)
TAB 3 | TAB 4 | TAB 5 | TAB 6 | ||||
TAPR Student Groups | All Students, African American, Hispanic, White, American Indian, Asian, Pacific Islander, Two or More Races, Special Education, Economically Disadvantaged, and English Language Learners (ELL) | Additional Student Groups | Economically Disadvantaged, Non-Economically Disadvantaged, Male, Female, Special Education, Non-Special Education, At Risk, Non-At Risk, Migrant, and Non-Migrant | English Language Learners (ELL) and Career and Technical Education (CTE) Student Groups | English Language Learners (ELL), Non-ELL, First-Year Monitored Limited English Proficient (LEP), Second-year Monitored LEP, Career and Technical Education (CTE) Coherent Sequence, Non-CTE, and CTE Elective | Bilingual Education (BE)/English as a Second Language (ESL) Student Groups | BE Program Total, Transitional BE/Early Exit, Transitional BE/Late Exit, Dual Language Immersion/Two-Way, Dual Language Immersion/One-Way, ESL Program Total, ESL/Content-Based, ESL/Pull-Out, LEP Students Not Served by BE/ESL Instruction, LEP Students Served by BE/ESL Instruction, and Total ELL |
STAAR Participation Results (all students, whether or not they were part of the accountability subset)
Reported by subject with all grades combined
TAB 7 | TAB 8 | TAB 9 | TAB 10 | ||||
TAPR Student Groups | All Students, African American, Hispanic, White, American Indian, Asian, Pacific Islander, Two or More Races, Special Education, Economically Disadvantaged, and English Language Learners. | Additional Student Groups | Economically Disadvantaged, Non-Economically Disadvantaged, Male, Female, Special Education, Non-Special Education, At Risk, Non-At Risk, Migrant, and Non-Migrant. | TAPR Student Groups (Only those students receiving special education services) | All Students served in Special Education, African American, Hispanic, White, American Indian, Asian, Pacific Islander, Two or More Races, Economically Disadvantaged, and English Language Learners (ELL) | Additional Student Groups(Only those students receiving special education services) | Economically Disadvantaged, Non-Economically Disadvantaged, Male, Female, At Risk, Non-At Risk, Migrant, and Non-Migrant |
Other Reports
TAB 11 | TAB 12 | TAB 13 | |||
Postsecondary Readiness Indicators Reported by TAPR student group when available | Attendance Rates
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