2014 TCAP District Results

District Results Highlights

  • Districts saw improvements across almost every high school subject, while scores remained relatively constant in grades 3-8.
  • More than half of districts made gains in 3-8 math.
  • Statewide, growth in 3-8 reading dropped slightly, and is an area with continued need for improvement.
  • 70 percent of districts made gains in the majority of high school subjects in 2014.
  • From 2011 to 2014, the percentage of districts with the majority of their students proficient or advanced in 3-8 math increased from 18 percent to 57 percent.
  • In Algebra I, the percentage of districts with the majority of their students proficient and advanced increased from 49 percent to 85 percent from 2011 to 2014.

About the Data

In the tables below are the percentages of students who scored in each proficiency level in 2013-14. "Growth over last year" represents the difference between 2012-13 and 2013-14 in terms of the percentage of students who scored proficient or advanced.

To sort school systems alphabetically, click on the heading “System.” To sort student proficiency percentages from least to greatest, click on the heading of the column you would like to sort. Click on the heading a second time to sort from greatest to least.

All numbers are percentages.

Note: Adjusted for 3% MAAS/Portfolio cap

Meaning of Asterisks in Data

  • * Data suppressed due to N size less than 30 students
  • *** No data in 2013-2014

2014 Achievement Data

The data presented in the tables below is also available for download: 2014 District Results

2014 Gap Data

The following comparisons are made in the gap data:

  • Black/Hispanic/Native American v. All Students
  • Economically Disadvantaged v. Non-Economically Disadvantaged
  • English Language Learners v. Non-English Language Learners
  • Students with Disabilities v. Non-Students with Disabilities

Positive values in the gap size column represent the amount by which the proficiency rate of the comparison group (All Students/Non-Economically Disadvantaged/Non-English Language Learners/Non-Students with Disabilities) exceeds the proficiency rate of the historically under-performing subgroup (Black/Hispanic/Native American/Economically Disadvantaged/English Language Learners/Students with Disabilities).

Negative gaps occur when the historically under-performing subgroup has a higher proficiency rate than the comparison group. The change in gap size column represents the difference in gaps from 2013 to 2014. 

  • A positive change in gap size means that the gap between the historically under-performing subgroup and the comparison group increased from last year to the current year.
  • A negative change in gap size means that the gap between the historically under-performing subgroup and the comparison group narrowed.

The data presented in the tables below is also available for download: 2014 District Gap Results

Last Update: July 30, 2014