STAAR End-of-Course (EOC) Assessments
STAAR End-of-Course (EOC) AssessmentsProgram OverviewRefer to the table in the General Information section that includes the assessments available for theEOC program.STAAR EOCThe STAAR EOC assessments measure students’ academic performance in core high school courses(Algebra I, English I, English II, Biology, U.S. History). These assessments became part of the graduationrequirements beginning with the freshman class of 2011–2012. Algebra II and English III will beavailable in spring 2021 for districts to administer as optional assessments.Students are required to take the STAAR EOC assessments for courses in which they’re enrolled aspart of their graduation requirements.Paper and online administrations are available for the STAAR EOC assessments.STAAR with Embedded SupportsEmbedded supports (e.g., text-to-speech and content and language supports) are available onSTAAR assessments for eligible students as individual embedded online accommodations. Paperadministrations with embedded supports are also available for eligible students requiring a paperadministration of STAAR. Paper administrations with embedded supports require approval of theTexas Education Agency (TEA) and contain only some of the supports available in the onlineassessments with embedded supports.End-of-Course AssessmentsThe Speech-To-Text (STT) tool is available online for students who meet the eligibility criteria forBasic Transcribing or Spelling Assistance, AND for whom Speech-To-Text is the most appropriatemethod of delivery for these supports.Only available for tests with a composition open entry response box (grades 4 & 7 writing, andEnglish I, English II, and English III, and grade 4 Spanish writing).STAAR Refreshable BrailleOnline screen reader support for refreshable braille displays is available for eligible students as anindividual online accommodation.STAAR American Sign Language VideoAmerican Sign Language videos are available online for eligible students as individual embeddedonline accommodations.2021 TEXAS STUDENT ASSESSMENT PROGRAM INTERPRETING ASSESSMENT REPORTS3.1
Assessment ScoresThe following gives a brief description of the scores provided for the STAAR EOC assessments. Formore detailed technical information about assessment scores, refer to the Technical Digest, availableon T E A’s Student Assessment Division webpage.Raw ScoreThe raw score is the number of items answered correctly on an assessment. By itself, the raw scorehas limited utility; it can be interpreted only in reference to the total number of items on a subjectarea assessment, and raw scores should not be compared across administrations.The raw score is reported by overall assessment and by reporting category.Scale ScoreThe scale score is used for all STAAR EOC assessments. Refer to the table in the General Informationsection that includes the assessments available for the EOC program.The scale score is a statistic that allows a comparison of scores by adjusting for variations in thedifficulty of the forms used in different administrations. Thus, the scale score can be used todetermine whether a student achieved Approaches, Meets, or Masters Grade Level performance, tocompare one student to another taking the same assessment, and to compare cohorts of studentstaking the same assessment in different years. However, the scale score cannot be used to evaluatea student’s progress across grades or courses.Performance StandardsThe following gives a brief description of the performance levels used on the STAAR EOC assessments.End-of-Course AssessmentsMasters Grade LevelPerformance in this category indicates that students are expected to succeed in the next grade orcourse with little or no academic intervention. Students in this category demonstrate the ability tothink critically and apply the assessed knowledge and skills in varied contexts, both familiar andunfamiliar.* For Algebra II and English III, this level of performance also indicates students are well prepared forpostsecondary success.2021 TEXAS STUDENT ASSESSMENT PROGRAM INTERPRETING ASSESSMENT REPORTS3.2
Meets Grade LevelPerformance in this category indicates that students have a high likelihood of success in the nextgrade or course but may still need some short-term, targeted academic intervention. Students inthis category generally demonstrate the ability to think critically and apply the assessed knowledgeand skills in familiar contexts.** For Algebra II and English III, this level of performance also indicates students are sufficiently preparedfor postsecondary success.Approaches Grade LevelPerformance in this category indicates that students are likely to succeed in the next grade or coursewith targeted academic intervention. Students in this category generally demonstrate the ability toapply the assessed knowledge and skills in familiar contexts.Did Not Meet Grade LevelPerformance in this category indicates that students are unlikely to succeed in the next grade orcourse without significant, ongoing academic intervention. Students in this category do notdemonstrate a sufficient understanding of the assessed knowledge and skills.Appropriate Score UsesSTAAR EOC assessment results have several uses, both for individual students and for comparingthe performance of groups. A more detailed explanation of appropriate score uses can be found inthe Technical Digest, available on T E A’s Student Assessment Division webpage.End-of-Course AssessmentsIndividual StudentsThe STAAR EOC scale score indicates whether a student has met a performance level and how farthe student’s achievement is above or below a performance level. All students not achievingApproaches Grade Level performance on a STAAR EOC assessment must be offered additionalinstruction.Assessment results can be used to compare the performance of an individual student to theperformance of a de mographic group, a program group, or an entire campus or district in aparticular course. For example, the scores for a Hispanic student in a gifted and talented programcould be compared to the average scores of Hispanic students, to other gifted and talented students,or to all the students at the campus being assessed in the course.2021 TEXAS STUDENT ASSESSMENT PROGRAM INTERPRETING ASSESSMENT REPORTS3.3
Groups of StudentsAssessment scores can be used to compare the performance of different demographic or programgroups. All STAAR EOC scores can be analyzed within the same course for any single administrationto determine which demographic or program group had the highest average scale score, the lowestpercentage achieving each performance level, the highest percentage achieving Masters GradeLevel performance, etc.Other scores can be used to help evaluate the academic performance of demographic or programgroups in core academic areas. For example, aggregations of reporting-category data can helpdistricts and campuses identify areas of potential academic weakness for a group of students. Thissame methodology can be applied to an entire campus or district.In addition, all assessment scores can be compared to regional and statewide performance withinthe same course for any administration.Cautions for Score UseSeveral cautions must be kept in mind when analyzing the STAAR EOC assessment results. Moredetailed technical information describing cautions for score use is provided in the Technical Digest,available on T E A’s Student Assessment Division webpage.Scale ScoresScale scores allow for a comparison of assessment scores, within a course, across administrations.For example, if a student takes the STAAR Algebra I assessment in May and takes the assessmentagain in June, the scores from those administrations could be compared.End-of-Course AssessmentsThe scale score cannot be used to compare assessment scores across courses. For example, it isnot appropriate to say that a 3800 on the STAAR Biology assessment represents the same level ofachievement as a 3800 on the STAAR Algebra I assessment.Using Reporting-Category InformationReporting-category information at the individual student level should be used with caution due tothe limited number of items in each reporting category. When aggregated at the campus or districtlevel, such information might be useful in helping campuses identify skill areas in which furtherdiagnosis is warranted. As with all assessments given at a single point in time, the data generatedfrom this snapshot should be used in conjunction with other evaluations of performance to providean in-depth portrait of student achievement. Once an area of possible weakness has been identified,supplementary data should be gathered to further define what instructional intervention would bemost effective.2021 TEXAS STUDENT ASSESSMENT PROGRAM INTERPRETING ASSESSMENT REPORTS3.4
Furthermore, because each STAAR EOC assessment is equated only at the total assessment leveland there have been changes to the curriculum and the assessment, year-to-year comparisons ofreporting-category performance should be made cautiously. The assessment is constructed to makethe difficulty of a given reporting category similar for each administration of a STAAR EOC assessment.However, some fluctuations in the difficulty of the reporting categories do occur at everyadministration. Observing trends in reporting-category performance over time, identifying patternsof performance in clusters of reporting categories assessing similar skills, and comparing campus ordistrict reporting-category performance to that of the region or state are appropriate uses of groupreporting-category information.Raw Score Distribution for Essay QuestionsBecause the essay questions from different administrations could be different items, the raw scoredistributions across administrations are not directly comparable.Program EvaluationStandardized assessments are a valuable tool for evaluating programs. However, any assessmentcan furnish only one part of the picture. The STAAR EOC assessments are not able to identify, letalone measure, every factor that contributes to the success or failure of a program. Assessmentresults can be most helpful if considered as one component of an evaluation system.The Passing Standard and Items CorrectEnd-of-Course AssessmentsThe passing standards for STAAR EOC are related to two factors: (1) the difficulty of the items on theassessments and (2) the number of items students have to answer correctly to pass. The standard isset on the original form of each course assessment. When different items are used in anotheradministration, the difficulty of the items, and thus the overall difficulty of the assessment, mightfluctuate. To compensate for slight changes in difficulty, the number of items needed to pass theassessment is adjusted.Report FormatsStandard and additional reports are available for the STAAR EOC assessments. Assessment reportsare provided automatically to districts. Additional services for assessment reports are also availablefor a fee to districts. A district must submit a request through the STAAR Assessment ManagementSystem to receive additional copies of the STAAR report card or Confidential Student Label.Reports that include “confidential” in the title contain student-level results. All other reports presentassessment results in an aggregated format. More information about the confidentiality of students’assessment results is contained in the General Information section.2021 TEXAS STUDENT ASSESSMENT PROGRAM INTERPRETING ASSESSMENT REPORTS3.5
Note that the sample reports included in this guide are for illustration only.They are provided to show the basic layout of the reports and the informationthey provide. Some information might not correspond to real values.ResourcesEnd-of-Course AssessmentsRefer to the General Information section of this guide and T E A’s Student Assessment Divisionwebpage for additional STAAR EOC informa tion and resources.2021 TEXAS STUDENT ASSESSMENT PROGRAM INTERPRETING ASSESSMENT REPORTS3.6
Assessment ReportsInformation contained in the assessment reports is sufficient to satisfy mandatory reportingrequirements (refer to the General Information section). The following section of the guide describesthe STAAR EOC assessment reports that districts receive:3.8Confidential Student Label3.14Confidential Campus Roster3.17Summary Report3.22Constructed Responses Summary Report3.26Confidential Images of Essays3.29Confidential Student Item Analysis Report3.32Item Analysis Summary Report3.35Electronic Individual Student Record File (Confidential)3.37End-of-Course AssessmentsSTAAR Report Card2021 TEXAS STUDENT ASSESSMENT PROGRAM INTERPRETING ASSESSMENT REPORTS3.7
STAAR Report CardExamples shown: STAAR Grade 12A separate STAAR Report Card is provided for each student for whom a STAAR EOCanswer document or online record was submitted. Information from this report is usefulwhen reporting assessment results to students and parents. Results for students takingone or more STAAR subjects will be combined on the same STAAR Report Card.A. Performance At a GlanceThis shows the student’s performance levels for all the EOC assessments the student has taken todate. If the student has taken one test more than once, his or her best performance level for thattest will be shown in this section.B. Student Portal InformationThis provides the web address and access code for parents and students to access informationfrom the STAAR Report Card online.C. Student and School Identification InformationThe top of the STAAR Report Card contains identification information, for both the student(name, identification number, etc.) and the school (district, class group, etc.). For confidentiality,the student identification number (PEIMS) is indicated by five asterisks followed by the last fourdigits of the ID number. The grade and the report date are also indicated.End-of-Course AssessmentsD. PercentileThis shows the percentage of students who scored below the student’s score whencomparing the student’s performance to all Texas students who took the same test lastyear. For more information about last year’s scoring distribution, visit T E A’s STAAR FrequencyDistributions webpage.E. Student’s Scale ScoreThis is the student’s scale score, which is an indicator of his or her performance on the test. TheSTAAR scale score allows you to compare the student’s score with the score ranges of the DidNot Meet Grade Level, Approaches Grade Level, Meets Grade Level, and Masters Grade Levelperformance. The scale score indicates how far above or below these performance standardsthat the student has achieved.F. Scale Score BarThis bar shows how well students could perform on the test. The placement of the student’sscale score shows where he or she actually performed on the test. The scores needed to achieveApproaches Grade Level, Meets Grade Level, and Masters Grade Level performance are alsomarked on the scale score bar.G. Reporting CategoriesThe content and skills tested on each STAAR assessment are grouped together. Each group iscalled a reporting category. The categories for each subject are listed in this review descriptionsection.2021 TEXAS STUDENT ASSESSMENT PROGRAM INTERPRETING ASSESSMENT REPORTS3.8
H. Weighted ScoreThis shows the points the student earned on the written composition out of the total pointspossible in the English tests. The process of weighting assessment scores emphasizes thecontribution of the written composition when computing the final score. The raw score forEnglish I, English II, and English III are calculated by adding the number of multiple choice itemsanswered correctly to the weighted composition score [Number of multiple choice itemsanswered correctly (written composition score x 2)].If a student had 44 of the 52 multiple choice items correct and received a score of 6 on thewritten composition, the student’s total raw score would be 56 out of possible 68 possible rawscore points [44 (6 x 2)].I.Answered CorrectlyThis shows the number of questions the student answered correctly out of the total number ofquestions tested in each reporting category.J.STAAR Progress MeasureThe STAAR Progress Measure is reported for students taking the Algebra I assessment for thefirst time if their 2018–2019 mathematics assessment was STAAR. The STAAR Progress Measureis reported for students taking the English II assessment for the first time if they took the English Iassessment for the first time in the 2018–2019 accountability year. It is based on a comparisonof a student’s English I or previous mathematics assessment score with his or her English II orAlgebra I score. This measure gives you information about how much the student improved inthe subject. Individual student progress is then categorized as Limited, Expected, or Accelerated.Additional information about the STAAR Progress Measures can be found in the STAAR Resourcessection on TEA’s website.K. Test InformationThis shows whether the student took the STAAR assessment with embedded supports on paperor took the STAAR assessment online with or without embedded supports.End-of-Course AssessmentsL. Lexile MeasureThe Lexile measure indicates the difficulty of the materials that the student should be able toread successfully. The Lexile measure for STAAR students is reported in the range of BeginningReader (BR or 0L) to a positive value in each grade (e.g., 1100L at grade 3, 1200L at grade 4, andso on).M. Quantile MeasureThe Quantile measure indicates the progress made in learning mathematics content and whatnew mathematics content they may be ready to learn next. The Quantile measure for STAARstudents is reported in the range of Emerging Mathematician (EM or 0L) to a positive value ineach grade (e.g., 400Q at grade 3, 500Q at grade 4 and so on).N. ResourcesThese are strategies for college and career planning.2021 TEXAS STUDENT ASSESSMENT PROGRAM INTERPRETING ASSESSMENT REPORTS3.9
Confidential 2021 STAAR Report Card for:FIRSTNAME LASTNAMEAFIRSTNAME’S PERFORMANCE AT A GLANCEEnglish IMeetsGrade LevelTest Date: Fall 2020BiologyAlgebra IApproachesGrade LevelTest Date: Fall 2020Go to TexasAssessment.gov andlog in to learn more.BApproachesGrade LevelTest Date: Spring 2021FIRSTNAME'SUNIQUE ACCESSCODEFrom The CommissionerEnd-of-Course AssessmentsTests are a part of life. Our kidswill take tests to get a driver'slicense, to get into college,and even to get certain jobs.As a parent of four myself,I know that no one test cantell me everything about mychildren. But the STAAR testshave been designed to provideuseful information about howmuch our children have learnedacademically and how wellprepared they are for whatcomes next.Students who meet or mastergrade level by high schoolgraduation have more than a60% chance of passing theircollege classes, substantiallyincreasing their lifetime earningsand prospects for success.This report is intended to giveyou information on how wellyour child learned this year'sacademic material in school andhow you can help them learneven more.Mike Morath, Commissioner of EducationMaximize Time During Parent Teacher ConferencesSample Questions to Ask the Teacher:do you see as my child’s strengths? What.does my child seem to be the most interested in at school? What.my child get along well with their classmates? Does.is the most important thing that I can be doing to prepare my child What.for college, a career, or the military? Is. my child giving his/her best effort?could my child be doing that he/she is not already doing? What.do you think are the biggest challenges for my child, and how can What.I help him/her with those challenges?English IIDid Not MeetGrade LevelTest Date: Spring 2021U.S. HistoryMastersGrade LevelTest Date: Fall 202028Q7VKWhat the Results MeanThis report shows how well yourchild did on the STAAR. There arefour levels of Performance.MASTERSGRADE LEVELMastery of the courseknowledge and skills is shown— student is on track forcollege and career readiness.MEETSGRADE LEVELStrong knowledge of coursecontent — student is preparedto progress to the next grade.APPROACHESGRADE LEVELSome knowledge of coursecontent but may be missingcritical elements — studentneeds additional support in thecoming year.DID NOT MEETGRADE LEVELNo basic understanding ofcourse expectations isshown — student may needsignificant support in thecoming year.2021 TEXAS STUDENT ASSESSMENT PROGRAM INTERPRETING ASSESSMENT REPORTS3.10
End-of-Course (EOC) AssessmentsFIRSTNAME I. LASTNAMECStudent ID: *****9999GRADE 12Local Student ID: 999999999English IDistrict: 999-999 DISTRICT NAMETest Date: Fall 2020EMEETSGRADE LEVELYour child scored the sameor better than 71% of allstudents who took this test.DDid Not Meet Grade Level(1133-3774)Approaches Grade Level(3775-3999)PassingKnowledge and Skills Categories for English IWritten CompositionHMultiple-ChoiceUnderstanding/Analysis AcrossGenresUnderstanding/Analysis ofLiterary TextsUnderstanding/Analysis ofInformationalTexts14 of16 Total Points8 Correct of8 Total13 Correct of13 Total13 Correct of13 TotalAlgebra ITest Date: Fall 2020APPROACHESMasters Grade Level(4691-6189)FGCompositionMeets Grade Level(4000-4690)IRevisionEditing4 Correct of9 Total0 Correct of9 TotalJGRADE LEVELYour child scored the sameor better than 20% of allstudents who took this test.Did Not Meet Grade Level(1402-3549)Approaches Grade Level(3550-3999)Meets Grade Level(4000-4332)Masters Grade Level(4333-6114)PassingKnowledge and Skills Categories for Algebra INumber and AlgebraicMethodsDescribing andGraphing LinearFunctions, Equations,and InequalitiesWriting and SolvingLinear Functions,Equations, andInequalitiesQuadratic Functionsand EquationsExponential Functionsand Equations5 Correct of11 Total4 Correct of12 Total4 Correct of14 Total4 Correct of11 Total4 Correct of6 TotalEnd-of-Course AssessmentsBiologyTest Date: Spring 2021Paper with Embedded SupportsAPPROACHESGRADE LEVELYour child scored the sameor better than 28% of allstudents who took this test.Did Not Meet Grade Level(1275-3549)Approaches Grade Level(3550-3999)Meets Grade Level(4000-4575)Masters Grade Level(4576-6157)PassingKnowledge and Skills Categories for BiologyCell Structure andFunctionMechanisms ofGeneticsBiological Evolution andClassificationBiological Processesand SystemsInterdependence withinEnvironmental Systems7 Correct of11 Total4 Correct of11 Total4 Correct of10 Total6 Correct of11 Total7 Correct of11 Total28Q7VKRUI 0Want to see the questions FIRSTNAMEanswered incorrectly? Use this code to log in.TexasAssessment.govReportDocID 9999999999999999 0046000605090699 0045410604000728 0045380602027987 00449806052733532021 TEXAS STUDENT ASSESSMENT PROGRAM INTERPRETING ASSESSMENT REPORTS3.11
End-of-Course (EOC) AssessmentsFIRSTNAME I. LASTNAMEGRADE 12Campus: 999 CAMPUS NAMEEnglish IIClass Group: CLASS GROUPNAMEReport Date: SPRING 2021Test Date: Spring 2021KDID NOT MEETGRADE LEVELYour child scored the sameor better than 28% of allstudents who took this test.Did Not Meet Grade Level(989-3774)Approaches Grade Level(3775-3999)Meets Grade Level(4000-4830)Masters Grade Level(4831-6382)PassingKnowledge and Skills Categories for English IIWritten /Analysis AcrossGenresUnderstanding/Analysis ofLiterary TextsUnderstanding/Analysis ofInformationalTextsRevisionEditing16 of16 Total Points8 Correct of8 Total11 Correct of13 Total1 Correct of13 Total0 Correct of9 Total0 Correct of9 TotalU.S. HistoryTest Date: Fall 2020Paper with Embedded SupportsMASTERSGRADE LEVELYour child scored the sameor better than 85% of allstudents who took this test.Did Not Meet Grade Level(939-3549)Approaches Grade Level(3550-3999)Meets Grade Level(4000-4439)Masters Grade Level(4440-6464)PassingKnowledge and Skills Categories for U.S. HistoryHistoryGeography and CultureGovernment and CitizenshipEconomics, Science, Technology,and Society22 Correct of30 Total12 Correct of12 Total10 Correct of10 Total16 Correct of16 TotalHere are some books recommended for FIRSTNAME.End-of-Course QMLearn more about Lexile and Quantile measuresand how they can be used to help your childsucceed at TexasAssessment.gov.28Q7VKDocument #9999-99999Find more books on FIRSTNAME’s readinglevel using the Find a Book 021 TEXAS STUDENT ASSESSMENT PROGRAM INTERPRETING ASSESSMENT REPORTS3.12
NRESOURCES TAILORED FOR FIRSTNAMEPlan for CollegeLearning about Colleges and DegreePrograms Visit.colleges and universities that interest youand meet with visiting college admissionsrepresentatives at your school. Familiarize.yourself with college admissionsrequirements, application deadlines, and tuitioncosts.Preparing for College in High School Enroll.in advanced coursework, such asAdvanced Placement and InternationalBaccalaureate classes, and dual credit optionsoffered by a local community college. Prepare.for the SAT and/or ACT. Learn.about ways to pay for college (e.g.,available scholarships, the FAFSA andTASFA).Building a College Resume Take.on leadership roles within extracurricularactivities and community service opportunities(colleges look for students who are activeleaders in their schools). Practice.writing a college application essay.FPrepare for a CareerExploring Career Options Research.local or regional demand forcareers and occupations aligned to yourcoursework and endorsement. Interview.or explore videos of careerprofessionals who can explain their workresponsibilities and requirements forsuccess. Talk.with a recruiter about military enlistmentoptions.Planning a Course of Study Explore.associates degree or post-secondarycareer certification programs aligned withyour Career and Technical Education (CTE)coursework. Enroll.in a capstone CTE practicum coursethat offers real-world experiences and/orwork-based learning opportunities (e.g.,apprenticeships, job-shadowing, or paidinternships).Exploring Career-based Opportunities Take.advantage of opportunities to intern orjob-shadow at a local business or otherorganization. Consider.participating in summer career skillbuilding programs hosted by businesses orother organizations.End-of-Course AssessmentsCollege and Career PlanningSuggested Questions To Ask Your High School Counselor1. When is the next opportunity to attend a college tour or meet with a college admissions representatives?2. Where can I get assistance completing college applications (and essays) needed for Apply Texas and theCommon App?3. Which community college programs have the best career training programs related to my endorsement andcoursework?4. What other college credit and career prep classes can I take in 12th grade? Which dual credit, AP, orInternational Baccalaureate courses will help me achieve my goals?5. What are the exam schedules for the ACT and SAT? What college exam prep does our district offer?6. Where can I find information about summer internships with local businesses/organizations?7. Where can I learn about completing the FAFSA and TASFA? How do I create a PIN?8. Where can I find information about potential college scholarship opportunities?2021 TEXAS STUDENT ASSESSMENT PROGRAM INTERPRETING ASSESSMENT REPORTS3.13GlFTwlicaAItechumapc
Confidential Student LabelExample shown: STAAR EOC Grade 9An adhesive Confidential Student Label is provided for each student for whom a STAAREOC answer document or online record was submitted. Cumulative history results areshown for each EOC course, and these labels should be placed on the student’s permanentrecord. Districts also have the option of not receiving labels.Available:STAAR EOC results are combined on one label per student.A. Student Identification InformationIdentification information shown at the top of the label includes the student name, studentidentification number (as used for P E I M S), birth date, district number and name, campus numberand name, and grade.B. Test DateThe date when the student passed or the student’s most recent performance status is given foreach course.C. Scale ScoreThe scale score corresponding to the student’s raw score is shown. Refer to Assessment Scoresin the Program Overview for additional information about the STAAR EOC scale scores. The rawscore conversion tables for all STAAR administrations can be found on TEA’s PerformanceReporting Department webpage.D. Test ResultsIn place of a scale score, a variety of report comments might appear for each course, indicatingthe student’s performance status or scoring information.End-of-Course AssessmentsPossible messages are listed below. Changes in policy might result in different messages. ABSENTThe student was absent during the assessment. NOT SCOREDThe student’s answer document was coded “O” for other reasons such as illnessor administration irregularities. SUBSTITUTE ASSESSMENTIf the student has valid substitute assessment indicated and has not passed theSTAAR EOC subject.E. Performance LevelThe label indicates for each course whether the student achieved the Did Not Meet Grade Level,Approaches Grade Level, Meets Grade Level, or Masters Grade Level performance. Refer toPerformance Standards in the Program Overview for additional information about thesestandards.2021 TEXAS STUDENT ASSESSMENT PROGRAM INTERPRETING ASSESSMENT REPORTS3.14
F. InfoInformation about the assessment is provided whenever the student is assessed with somethingother than the general STAAR assessment. The information is indicated by one or two characters,and the description of the characters used will also be listed on the label.Possible messages are listed below. Changes in policy might result in different messages.eOnline with Embedded SupportsAn online assessment with embedded supports was indicated for this subject.oOnline with No Embedded SupportsAn online assessment with no embedded supports was indicated for this subject.End-of-Course Assessmentspe Paper with Embedded SupportsA paper assessmen
The STAAR EOC assessments measure students’ academic performance in core high school courses (Algebra I, English I, English II, Biology, U.S. History). These assessments became part of the graduation requirements beginning with the freshman class of 2011–
Algebra 1 EOC, Geometry EOC, Biology EOC, US HistoryEOC NGSSS. 2013-2014; FCAT 2.0 NGSSS. Civics EOC NGSSS; FCAT 2.0 NGSSS. Algebra 1 EOC, Geometry EOC, Biology EOC, US HistoryEOC NGSSS; 2014-2015. PARCC CCSS (M ELA) FCAT 2.0 Science. Civics EOC NGSSS. PARCC CCSS (ELA) Algebra 1 EOC, Geometry EOC CCSS; Biology EOC, US .
THE STAAR MASTER DIFFERENCE RIGOROUS DESIGN STAAR MASTER is the most rigorous STAAR curriculum on the market today . STAAR MASTER content carefully exceeds the level of difficulty of the STAAR to ensure success . STANDARDS ALIGNED STAAR MASTER materials are 100% alig
course with a failing grade on the EOC. Conversely, passing an EOC does not mean a student passes the course. The impact of the EOC is that it counts for 20% of the semester grade. If a student fails an EOC course, they have to re-take the EOC for that course again, when they re-take the course. Subject Grade Usually Taken EOC Required
STAAR and STAAR-End-of-Course (EOC) Assessments This assessment is designed tomeasure what students have learned in each grade and whether or notthey are prepared for the next grade level. The goal is to ensure that all students receive what they need to be academically successful. The assessment must be taken In-Person, On-Campus .
CHANGES TO STAAR IN 2017 Only one form of test—paper or online (no more STAAR A or STAAR L) . may need significant support next year. Phase-in Level II: Satisfactory Approaches Grade Level . Grade 5 Grade 8 Biology Hays CISD STAAR Science Scores 2015 2016 2017. STAAR SOCIAL STUDIES 57%
thSTAAR EOC for Graduation 8 th 9th 10th 11 12th Total Alg I 3 3 3 3 3 15 Alg I 3 3 3 3 12 Eng I 3 3 3 3 12 . English II 79 73. READING COMPARISONS GRADE LEVEL . MATH COMPARISONS GRADE LEVEL . STAAR EOC, STAAR M, STAAR Alternate, STAAR L Graduati
Test Practice: EOC Review, Practice, and Preparation The questions in this section are designed to prepare you for the EOC. The format of the questions found in these practice tests is very similar to the format of the questions found in the EOC. Mastering the End of Course (EOC) Biology Test
Dec 08, 2020 · English 1 EOC – December 8th Algebra 1 EOC, Biology EOC, US History EOC – December 9th English II EOC – December 10th Make up EOC testing for all approved absences – December 11th The fourth six weeks (Dec. 14th – Jan. 29th) survey is now open and will remai
