The Mercedes Enterprise (Mercedes, Tex.), Vol. 82, No. 52, Ed. 1 Wednesday, December 28, 1994 Page: 4 of 24
This newspaper is part of the collection entitled: Mercedes Area Newspapers and was provided to The Portal to Texas History by the Dr. Hector P. Garcia Memorial Library.
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Page 4 -- The Mercedes Enterprise
Mercedes, Texas 78570 Wednesday, December 28, 1994
State
Reading
Writing
Math
, TO:
Citizens of Mercedes ISD
FROM: Mercedes ISD Board of Trustees
Exemplary for both districts and campuses
Academic Excellence Indicator System
RE:
DATE: December 13, 1994
Recognized for both districts and campuses
Accredited for districts, Acceptable for campuses
Reading
Accredited Warned for districts, Low-Performing for campuses
Writing
Each rating is tied to performance levels on the basic indicators of AEIS.
Math
The complete report consists of the following major components:
STUDENT INFORMATION
Section I - Page 1
State
Reading
Writing
Math
All Tests
Ueb e ore
35.3%
Section I - Page 2
Region
State
All Tests Spr. 84
Other Data Issues
iest Degre
Reading
100.0%
Writing
75.0%
Math
87.5%
All Tests
60.7%
-
Student/Teacher. Ratio
1 Guidelines - The guidelines include detailed information to help districts understand their
: responsibilities regarding the Academic Excellence Indicator reports.
Spr. 04
Spr. 94
77.9%
63.0%
ss.ex
64.1%
52.0%
45.8%
59.5%
50.7%
42.3%
78.2*
63.0%
88.0*
20.1
19.9
17.2%
18.1%
884
874
76.9%
59.7%
88.8%
74.1*
61.1%
88.8*
71.3*
97.5*
82.1*
74.0*
80.3*
84.3*
68.9%
51.6*
47.3*
78.1*
83.0*
88.2*
83.3*
60.0%
08.7*
85.0%
49.6%
45.0%
81.5%
68.8*
83.0*
57.1%
42.9%
42.9%
Reading
Writing
Math
Spr. 94
Spr. 94
Spr. 94
47.7%
45.9%
76.7%
69.8%
79.0%
79.8%
58.9%
53.8%
32.6%
33.6%
Reading
Math
8.8%
5.1%
17.3
1713
District Name: MERCEDES ISD
District #: 108907
88.4%
51.7%
47.1*
68.8%
53.5%
72.0%
68.6%
588.1%
39.8%
Indicator:
TAAS % Passing
Grade 10
College Admissions Tests
% At/Above Cri terion
District Name: MERCEDES ISD
District #: 108907
0830
820
64.2%
63.6%
44.4*
28.0*
22.2*
57.7%
45.1%
38.4*
100.0*
85.7%
88.7*
54.8%
52.3%
41.8*
78.8*
57.7%
33.8%
81.8*
90.0*
42.0*
61.1*
47.0%
42.8*
67.4%
72.0%
51.9%
16257%
15307%
72.9%
20.3%
546.4%
144.3%
39.4%
35.4%
100.0*
62.5%
62.6*
78.5%
79.0%
60.5%
100.0*
88.9%
88.8*
52.8%
38.7*
33.9%
57.2%
40.8%
38.8%
77.5%
62.8*
58.7%
80.7*
51.8%
43.7*
83.8*
47.7*
43.2*
88.9*
61.4*
45.7%
54.0%
42.3*
36.2*
78.5%
58.8*
63.8*
2.8%
3.3%
3.8%
58.8%
43.8*
38.9*
72.8*
53.7%
49.8*
._ uagree
Bachelors
Masters
Doctorate
t Herewith, please find the 1993-94 Academic Excellence Indicator System (AEIS) Report for
i Mercedes ISD.
: Glossary - This packet contains definitions and explanations for all items found on the
| performance and profile sections of the AEIS. It also includes an explanation of the
1 performance section of the report, the PEIMS staff role and financial tables to better
| understand items in the profile section, and the list of courses used for the advanced
1 academic course indicator.
Estate Performance Report - This section shows state performance, disaggregated by student
; groups, for the current AEIS indicators.
District Performance Section - This section shows how students district-wide performed on
the given indicators. It also shows the average performance of the state and all districts
within our Regional Educational Service Center.
District Profile Section This section contains descriptive information on our students, staff,
finances, and programs.
Campus Performance and Profile Sections - Each of our campuses’ performance and profile
sections are included.
Time frame - The time of data collection varies from indicator to indicator.
Some data were collected this past spring, some as long as three years ago.
Test scores for the ACT and SAT may be from tests taken when graduating
seniors were juniors, or even sophomores. Reporting periods are explained
in the glossary. For indicators that relate to graduates, the performance
report now refers to the year of that graduating class.
Disaggregated Variables - The 1994 report is more compact than the 1993
report because disaggregated data (columns) for Over Age, ESL/Bilingual,
LEP, and Chapter I are no longer reported. However, with the exception of
Over Age, these disaggregations are available for TAAS results on the TAAS
summary tables provided by National Computer Systems, the test contractor.
District Group - District group comparisons are no longer computed as part
of the AEIS report. Note that a District Group Listing is not included in your
AEIS package.
Attendance - Starting with the 1992-93 school year, districts reported
attendance information at year’s end. The attendance rate is for the entire
year, not just the second six weeks. Because attendance rates for the prior
year (1991-92) are not comparable to the current year, they are not included
in the report. TEA will resume reporting two years of attendance data in next
year’s AEIS. Also, note that only attendance for grades 1-12 is reported.
Also note that TAAS pass rates only include non-special education students
who were enrolled as of October 29, 1993 (for the spring 1994 results) and
October 30, 1992 (for the spring 1993 results). Again, this matches the data
used for the accountability system.
IMPORTANT NOTE: On the campus reports, the TAAS pass rates that are
"summed across grades" include only the grades applicable to that school, but
in the columns labeled STATE, REGION, and DISTRICT, "summed across
grades" shows pass rates for grades 3-8 and 10 in each of those entities.
TAAS % Passing
Sum of 3-8 10
TAAS % Passing
Sum of 4 8 10
Spr. 94
Spr. 93
Spr. 94
Spr. 93
Spr. 94
Spr. 93
District Name: MERCEDES ISD
County Name: HIDALGO
District: 108907
Changes to Prior Year Data - Due to changes in test schedules, data collection, data
processing, and data corrections, some values reported for prior year in this year’s AEIS
report will be different from those reported in last year’s AEIS report. The following
indicators may be affected:
Graduation Rate - Graduation rate is no longer an indicator in the
performance section of the AEIS. Number of graduates is reported in the
profile section.
Dropout Rate - The dropout rate is reported in two ways: Method 1 - Using
the snapshot enrollment as the denominator (old methodology) for 1991-92
and 1992-93, which is comparable across two years. Method 2 - Using the
cumulative (full year) membership as the denominator (new methodology) for
1992-93. Note that Method 2 was used for determining accountability ratings
this year.
District Name: MERCEDES ISD
District 0: 108907
Spr. 94
Spr. 93
Spr. 94
Spr. 93
Spr. 94
Spr. 93
77.7%
72.8%
82.5%
82.3%
58.4%
57.8%
53.5%
52.0%
53.2%
51.1%
TAAS/TASP Equivalency - Last year’s "College Prepared" indicator showed
the percent of students who scored one standard error of measurement above
the actual TAAS/TASP equivalency. This year, the indicator has changed in
two ways: (1) it will show the percent of students who scored at or above the
equivalent score (77% of the answers correct on the reading test, 70% of the
answers correct on the mathematics test, and for the writing, a rating of 5 or
higher on the written composition or a combined rating of 4 with a scale score
of 1560 or higher); and (2) it shows the percent of graduates who scored high
enough to have passed the TASP. This year’s AEIS shows these percents for
the class of 1992 and the class of 1993. Recall that exit-level TAAS for these
graduates was administered at the beginning of the eleventh grade. As
students actually tested on the TASP have benefited from two additional years
of instruction since first taking the TAAS, actual passing rates on the TASP
will likely exceed the equivalency rates on AEIS.
Texas Assessment of Academic Skills (TAAS) - The AEIS report shows TAAS
passing rate for grades 4, 8, and 10 (Spring 1993) and for grades 3-8 and 10
(Spring 1994). These are reported in two ways: (1) by grade, by subject, and
by all tests taken (as in past AEIS reports) and (2) summed across grades by
subject, to match the information used for determining accreditation status
and accountability ratings.
Econ.
Disady.
In Spring 1994 the TAAS tests were administered to students in grades 3-8 and 10
(exit). In Spring 1993, the TAAS was administered only in grades 4, 8 and 10 (exit). In
the future, it will be possible to track the progress of the same students through elementary
and middle schools. The only tracking possible this year was 1993 fourth grade to 1994 fifth
grade results. This year’s reports were based on different students at each grade level from
one year to the next. It is assumed that the comparatively large numbers of students makes
the patterns relatively stable and that they can be used for district performance.
The public school accountability system features four accountability ratings for
districts and campuses:
TAAS Inclusion - To adjust TAAS results for student mobility, only students
who were enrolled in the district as of October 29, 1993 (for the spring 1994
test) and as of October 30, 1992 (for the spring 1993 test) were counted for
accountability purposes. Those are the same students whose pass rates are
included in the AEIS reports.
3.7%
4.4%
25.5%
62.5%
18.2%
85.7%
40.0*
37.5%
7.7*
25.0%
7.1%
Special
Educ.
Region
2___
STAFF INFORMATION
Professional Staff;.
Teachers
Professional Suppor
Campus Administrati
Central Administrat
Educational Aides:
Auxiliary Staff:
Total Staff:
Total Minority Staff:
Teachers by Ethnicity and
Females
Males
African-American
Hispanic
White
TEXAS EDUCATION AGENCY
Academic Excel lence Indicator System
1803-84 District Performance
Accreditation Status: Accredi ted
0°Peorb
39.6*
38.8%
30.8*
Teachers by Years of Expt
Beginning Teachers
1-5 Years Experience
6-10 Years Experience
11-20 Years.Exporter
Over 20 Years Expert
Spr. 94
Spr. 93
Spr. 04
Spr. 93
Spr. 94
Spr. 93
Spr. 84
Spr. 93
A11 Tests Spr. 94
Spr. 93
Retention kites burade:
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 8
Grade 7
Grade 8
TAAS * Passing
grade 4
75.5%
65.5%
85.5*
83.4*
58.4*
52.0%
54.8*
47.4*
71.7*
87.1*
81.8*
64.2*
52.3%
27.6*
42.2*
31.6%
72.9%
83.7*
86.8*
77.0*
58.2%
44.8%
52.8%
37.8*
TAAS * Passing
Grade J.
78.0%
U.S*
83.0*
71.6%
48.2*
41.M
70.0%
51.1*
81.3*
@8.0%
42.9%
8.1*
50.0*
0.0*
21.4*
0.0%
18.8%
0.0*
72.8*
58.2*
82.5*
48.3*
44.4*
44.0*
38.4*
72.6%
55.1%
81.9%
70.6*
48.OS
43.6*
42.4*
36.2*
68.8%
51.5%
59.4%
40.8%
47.3%
34.8*
37.8*
27.6*
00.0r
50.2%
81.8*
71.1*
50.6*
47.3*
44.3%
37.6%
Graduates (Class of @3):
Total(Excludes Special
African American
Hispanic
White
Other
Special ‘Education Gradu
Graduates With Advanced
70.7*
58.6%
61.3*
53.6*
61.1*
37.1*
41.4%
31.0%
78.8*
88.9%
82.3*
88.9%
88.2*
77.8*
89.2%
77.8*
72.8*
60.4%
56.3*
45.8%
50.7%
32.6*
39.3%
27.3%
84.8*
83.3*
60.2%
88.6*
43.8*
30.9%
38.2%
27.2*
70.8%
03.4%
67.1%
63.8*
53.e%
42.1*
48.2*
38.0%
Advanced Course Completion - The indicator for advanced courses now
measures the number of students who have completed at least one advanced
course. Only one year of data is available (1992-93).
MERCEDES INDEPENDENT SCHOOL DISTRICT
District Performance
REPORT TO THE PATRONS OF THE
MERCEDES INDEPENDENT SCHOOL DSITRICT
on the 1993-1994
Academic Excellence
Indicator System
TEXAS EDUCATION AGENCY
Academic Excellence Indicator System
1883-84 District Performance
AccreditatIon Status: Accredi ted
; According to Texas Education Code 35.042, every district’s board of trustees is required to
: (a) publish an annual report describing the district’s educational performance on the AEIS
: indicators including campus performance objectives; (b) hold a hearing for public discussion
! of the report; and (c) widely disseminate the report within the district
Retention Rate - Retention rate is no longer an indicator in the
Performance Section of the AEIS. Retention rates are reported in the profile
section.
Indicator:
% Student Attendance
(1992/93) •
Annual Dropout Rate
Method II (92/93)
Method I (92/93)
Method I (91/92)
% Advanced Courses
(1992/93)
TAAS/TASP Equiv.
(Class of 1993)
(Class of 1992)
Determining district accreditation status and campus ratings is a multi-step process.
First, performance on the base indicators is assessed against the standards to determine an
initial rating. Depending on that result, the district or campus may be required to meet
additional performance criteria.
Since Mercedes ISD was rated accredited and all campuses were rated acceptable, it
was not necessary to go beyond the base indicators. TAAS performance was the only
indicator used to determine the district’s accountability rating. However, data on student
attendance, annual dropout rate, percent advanced courses, TAAS/TASP equivalency, and
college admissions test information is also included in the district performance report.
The pattern of results of Mercedes ISD was similar to the region and to the state.
Scores were higher in reading than they were in math at all grade levels. At grades 4 and
10, the writing was higher than the reading; however, at grade 8, the reading was higher than
the writing.
At grade 3, Mercedes ISD outperformed both the region and the state in reading
(79.1% for the district, 74.0% for the region, 77.9% for the state) and also outperformed the
region (63.0% compared to 60.3%) and matched the state score in math. In the area of
percent passing all tests, the district outdid the region but fell behind the state. All
subgroups did better in reading than in math.
At grade 4, Mercedes ISD’s performance was equal to the region in reading but fell
below the region and the state in writing and math. Overall, performance at this grade level
has shown significant improvement over the past year, especially in the area of reading
(56.2% to 72.9%). A greater percentage of students passed all tests (36.4% compared to
44.0%). All subgroups showed improvement except the white population where the percent
passing declined in both reading (88.9% to 76.9%) and math (77.8% to 69.2%).
October 1991 was the most recent grade 5 TAAS testing prior to March 1994 and
March 1994 marked the beginning of TAAS testing at grade 6. The district underperformed
both the region and the state in all areas at both grade levels.
At Grade 7, Mercedes ISD outperformed the region in math (51.8% to 47.7%) and
in percent passing all tests (43.7% to 43.2%) but fell behind the region in reading (60.7%
to 63.8%). The district also fell behind the state in all areas.
Mercedes ISD outperformed the region in all areas at grade 8 but fell behind the
state in all areas. Overall, performance at this grade level has shown significant
improvement over the past year in all areas. (See Section I - Page 2 of the MISD
Performance Report)
At grade 10, the district outperformed the region in writing (75.9% to 72.9%) but fell
behind the region in reading and math and behind the state in all areas. Performance over
the past year at this grade level increased in mathematics (39.1% to 44.4%) but decreased
slightly in reading (59.5% to 58.1%) and writing (76.9% to 75.9%).
Throughout the grades, the whites scored higher than the hispanics, especially in the
area of reading.
Attendance for Mercedes ISD was higher than the region (95.7% to 94.7%) and the
state (95.7% to 94.9%). The annual dropout rate was lower than the region (3.1% to 3.7%)
but higher than the state average (3.1% to 2.8%). Percentage of students taking advanced
courses was lower than both the region and the state. In the TAAS/TASP equivalency,
42.6% of the students from the class of 1992 and 37.5% of the students from the class of
1993 did well enough on the exit-level TAAS to be expected to pass the Texas Academic
Skills Program (TASP) test This was higher than the region but lower than the state
average. Although a higher percent of students took college admissions tests, the percent
was still below the state level. It was, however, higher than the region. Also, a very small
percentage of our students scored above the criterion on the Scholastic Aptitude Test (SAT)
and the Enhanced ACT of the American College Testing Program (13.3% as compared to
5.8% at the regional level and 17.2% at the state level). Mercedes ISD scores on the SAT
and ACT were lower than both the region and the state.
District Name: MERCEDES ISD
County Name: HIDALGO
District: 108007
District Names MERCEDES ISD
District 0: 108007
Total Students,
Students By Grade:
Early Chi Idhood Educ
Pre-Ki ndergarten
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 6
Grade 8
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Ethnic Distributions
African American
Hispanic
White
Other
Economically Disadvantage
Limited English Proficien
(Class of 1993)
(Class of 1992)
% Tested
(Class of 1993)
(Class of 1992)
Average SAT Score
(Class of 1993)
(Class of 1992)
Average ACT Score
(Class of 1993)
(Class of 1992)
Indicator:
TAAS * Passing
Grade 6
African
District American Hispanis White
Region African
1----District Amacican Hispanic White
Other Male Famale
Other Male Female
Indicator:
TAAS * Passing
grade 3
Reeding Spr. 04
Math Spr. 04
A11 Tests Spr. 04
86.1* 71.4*
48.0% 33.3*
43.2* 33.3*
Spr. 04 77.2%
Spr. 03 71.8*
Spr. 94 60.8*
Spr. 03 73.9%
Spr. 04 60.6*
Spr. 03 51.1%
Spr. 04 50.6*
Spr. 03 46.2*
Econ. Special
Dimad. Edus.
TAAS * Passing
Ocade L
Reading Spr. 94
Meth Spr. 04
AI1 Tests Spr. 04
12.2% 11,1%
TAAS * Passing
Grade 7
Reading Spr. 04
Math Spr. 04
All Tests Spr. 04
Region
State L
94.9% 24.7%
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The Mercedes Enterprise (Mercedes, Tex.), Vol. 82, No. 52, Ed. 1 Wednesday, December 28, 1994, newspaper, December 28, 1994; (https://texashistory.unt.edu/ark:/67531/metapth1618544/m1/4/?q=%22%22~1: accessed August 15, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu.; crediting Dr. Hector P. Garcia Memorial Library.