2027 Accountability System Administrator’s Guide

The 2027 Accountability Rating System Manual is a comprehensive document with 13 chapters and 11 appendixes that can be viewed individually or as a whole. The proposed manual was released on December 11, 2025, with an effective date of March 2026. It serves as a technical guide that explains how TEA uses the accountability system to evaluate the academic performance of Texas public school districts and open-enrollment charter schools. It describes the accountability system and explains how TEA processes information from different sources to produce accountability data reports. The manual includes:  

• accountability rules and guidelines,  
• how accountability ratings are calculated,  
• data sources that contribute to A–F Accountability ratings, and  
• federal targets, outlined in the state’s Every Student Succeeds Act (ESSA) plan, that drive Closing the Gaps Domain (PDF) scoring and federal school improvement identification.  

The accountability system is refreshed every five years, with the next refresh occurring in 2028 and 2033. Outside of the refresh years, very few changes are made to the accountability system; thus, the Accountability System Manual changes very little from year to year. 

To learn more about the accountability system and track the limited, year-to-year updates, visit the 2027 Accountability Rating System Manual. Also, explore the following tools:  

• 2027 A–F Accountability Manual Updates 
• 2027 Academic Accountability System Framework 
• 2027 Academic Accountability Overview and Update  

TXschools.gov fulfills the statutory requirement that there is a publicly available Texas school accountability dashboard. It provides easy-to-understand information about how well schools prepare students for the next grade and for success after high school (i.e., college, career, or military). Preliminary ratings are posted annually on TXschools.gov each year by August 15. Final ratings follow the appeals deadline, and appeals determination window; refer to the Accountability Ratings Appeals Process and Timeline.   

TXschools.gov Features 

• School Ratings and Accountability information 
• School Profiles and Performance Data 
  • Comprehensive profiles with student achievement, school progress, and closing the gaps metrics. 
  • Data on graduation rates, the State of Texas Assessments of Academic Readiness (STAAR) performance, attendance, and more.  
• Comparison and Search Tools 
  • The School Finder tool that assists in locating schools by address, city, or ZIP code and compares school performance to similar campuses. 
• Parent Resources 
  • Guides and resources to help families understand ratings and support student success. 
  • Communication toolkits for districts to share rating information with families.  
• Academic Programs and Designations 
  • Information about special programs, distinction designations, and offerings at each campus. 

TEAL is a secure portal for authorized users, including district and campus staff with an active TEAL account. The portal provides access to confidential accountability applications and reports. It supports the review, verification, and management of data that informs accountability ratings, including student-level and aggregated results used in accountability calculations.  

TEAL Features 

• Accountability Applications 
  • Access tools that support data verification, indicator tracking, and accountability processes, such as the College, Career, and Military Readiness (CCMR) Verifier, CCMR Tracker, and Campus Pairing application. 
• Assessment and Indicator Data 
  • STAAR results, Texas English Language Proficiency Assessment System (TELPAS) composite scores, CCMR outcomes, and other accountability indicators used in accountability calculations. 
• Student Listings 
  • Student-level listings, including Public Education Information Management System (PEIMS) demographic data, accelerated testers, and other accountability-related student groups, available for download to support data validation, 
• Accountability Outputs and Supporting Data 
  • Preliminary accountability results, rating components, and associated data used to review performance before public release.
• Data Correction and Appeals Support 
  • Access to applications and documentation processes for reviewing, verifying, and submitting corrections to accountability data. 
• Downloadable Files and Reports 
  • Data files and reports available in formats such as CSV and Excel for local analysis. 

The TAPR provides a wide range of data for campuses and districts. A TAPR Glossary is released each year in December with the TAPR. TAPR data downloads are also available. 

School Report Cards (SRC) combine accountability ratings, data from the TAPR, and financial information to give a broad view of campus performance. Schools are required to share SRC reports with families of enrolled students within six weeks of receipt—the most recent release was December. 

TPRS provides a variety of data for districts and campuses and is updated on a rolling basis as data becomes available.  

Additional TPRS Resources: 

• TPRS User Guide
• TPRS Video Tutorial

Performance Reporting Resources includes materials, webinars, presentations, and other resources that are updated regularly.  

The Performance Reporting Weekly Bulletin is a newsletter that shares helpful and timely information about academic accountability and assessment systems, including assessment scoring and reporting and accountability ratings, every Friday. Subscribe to the Performance Reporting Weekly Bulletin. 

Beginning with the first year of fall enrollment reported, districts and open-enrollment charter schools are rated using proportionally weighted domain scores for each campus, based on the number of students enrolled in grades 3–12 at each campus in the TSDS PEIMS Fall Snapshot Submission.  

Districts without any students enrolled in the grades for which STAAR assessments are administered (i.e., grades 3–12) are assigned the rating of Not Rated.  

State-administered school districts, including Texas School for the Blind and Visually Impaired, Texas School for the Deaf, Texas Juvenile Justice Department, and Windham School District, are not assigned a state accountability rating.

District Proportional Weighting 

District ratings are based on the combined performance of campuses, with each campus contributing to the district’s domain rating according to the enrollment of grades 3–12.  

Each year, TEA publishes the Campus 3–12 Enrollment (in membership) list, which provides the enrollment counts used in accountability calculations, including district proportional weighting. For 2027 accountability, this list is expected to be available in March 2027. To view how each campus contributes to a district’s rating: 

1. Open the 2026 Accountability Reports. 
2. Select District as the report level. 
3. Enter the district name or number and select View Reports. 
4. Under each domain, select Rating Calculation. 

The Rating Calculation report shows each campus’s scale score and proportional weight in the district’s domain rating.

Beginning the first year they report fall enrollment, campuses, including alternative education campuses (AECs), are rated based on the performance of their students.   

For assigning accountability ratings, campuses that do not serve any grade level for which the STAAR assessments are administered are paired with campuses in their district that serve students who take STAAR or with the district. The campus pairing window will be shared in spring 2027, and superintendents will have the ability to select their preferred pairing relationship for 2027 accountability ratings.  

Each campus is identified as one of four possible school types — elementary, middle school, elementary/secondary (often referred to as K–12), or high school—as determined by the grades served by the campus, as reported in the TSDS PEIMS Fall Snapshot Submission. The school type is used to determine components evaluated and the scale scores used in domain and final ratings for each campus. School type methodology is also used to determine campus comparison groups, which are used for Distinction Designations. 

To see a summarized view of the modifications applied to the accountability system for campuses evaluated under AEA provisions, see Alternative Education Accountability (AEA) at a Glance (PDF).  

Campuses that meet the criterion to be evaluated as an AEC will be pre-registered within TEAL as an AEC or dropout recovery school (DRS). Campuses must meet all the following criteria to register under AEA:  

• Meet either the current-year or prior-year TSDS PEIMS 75 percent at-risk criterion  
• Have at least 90 percent of students enrolled in grades 6–12, as verified through 2024–25 PEIMS fall enrollment data 
• Be identified as offering alternative instruction in AskTED 
• Provide education services targeted to dropout prevention and recovery of students with enrollment consisting of at least 60 percent of the students 16 years of age or older as of September 1, 2026 

AECs that meet the AEA criteria, except the age criterion, must submit a DRS application to be registered for AEA. The DRS application process will occur in TEAL Accountability during the 2027 AEA registration window, expected in March 2027.  

A, B, C, D, or F: Assigned for overall performance and for performance in each domain to districts and campuses (including those evaluated under alternative education accountability [AEA]) that meet the performance target for the letter grade.

Districts and campuses may, for a variety of reasons, not have a public A–F Accountability Rating:  

Not Rated: Indicates that a district or campus does not receive a rating for one or more of the following reasons: 

• The district or campus has no data in the accountability subset.  
• The district or campus has insufficient data to assign a rating.  
• The district operates only residential facilities.  
• The campus is a juvenile justice alternative education program (JJAEP).  
• The campus is a disciplinary alternative education program (DAEP).  
• The campus is a residential facility.  
• The campus is an adult education high school charter program authorized under Texas Education Code, Chapter 12, Subchapter G.  
• The commissioner otherwise determines that the district or campus will not be rated. 

Data Under Review indicates that a district or campus was issued a compliance review related to data concerns and the concerns were not resolved. In this case, the matter may be referred to TEA’s Special Investigations Unit for review as a special investigation, and TEA may elect to assign the district or campus with a temporary Data Under Review label. This label may be applied at any point, including to either a preliminary or final rating.  

TEA will take the response provided by the district or campus into consideration before making any final determination about possible wrongdoing. For more information, see “Compliance Reviews and Special Investigations Related to Data Concerns” in the "Ensuring Data Integrity” section in Chapter 1 of the 2026 Accountability Manual.  

Not Rated: Data Integrity Issues indicates that a special investigation has found that data accuracy or integrity has compromised performance results (whether intentional or not), making it impossible to assign the district or campus a rating. The assignment of a Not Rated: Data Integrity Issues label is permanent. 

Not Rated: Annexation indicates that the campus is in its first school year after annexation by another district and, therefore, is not rated, as allowed by the annexation agreement with the agency. 

CCMR is a lagging indicator, meaning outcomes are attributed after students graduate. For example, the class of 2026 is evaluated in Domain 1 for the 2027 accountability cycle. 

One point is given for each annual graduate who accomplishes any one of the following CCMR indicators listed:

• Meet Texas Success Initiative (TSI) Criteria in both RLA and mathematics on TSIA 1, TSIA 2, SAT, ACT, or College Prep. While graduates must meet the TSI requirement for both RLA and mathematics, it is not necessary to meet them on the same assessment. 
  • For example, a graduate may meet RLA criteria on the SAT and complete and earn credit for a college prep course in mathematics 
  • For 2027 accountability (Class of 2026), students meet TSI criteria through College Prep if they receive credit in the final course sequence of any College Prep course meeting requirements aligned between the district and partnering IHE(s) while in grade 12.
• Earn Dual Course Credits. 
• Meet Criteria on Advanced Placement (AP)/International Baccalaureate (IB) Examination.
• Earn an associate degree. 
• Complete an OnRamps Dual Enrollment Course.
• Complete an Aligned Program of Study and earn an IBC (2022–25 v3 list with sunsetting limit (PDF) and 2025–30 v4 list (PDF)).
• Graduate with Completed Individualized Education Program (IEP) and Workforce Readiness. 
• Enlist in the Armed Forces or Texas National Guard.
• Graduate Under an Advanced Diploma Plan and be Identified as a Current Special Education Student.
• Earn a Level I or Level II Certificate.

View Chapter 2 of the 2027 Accountability Rating System Manual (PDF) for detailed information about the criteria required for each indicator.

For elementary, middle, and high schools/K–12s without CCMR or graduation rate components, the Student Achievement domain scaled score is determined using the following component: 

• STAAR component scaled score: weighted at 100%

For high schools and K–12s with CCMR and graduation rate components, the Student Achievement domain scaled score is determined using the following weighted components:

• STAAR component scaled score: weighted at 40%,
• CCMR component scaled score: weighted at 40%, and
• graduation rate converted score: weighted at 20%.

When CCMR data, graduation rate data, or both are unavailable for a high school or K–12 campus, the Student Achievement domain component weights are adjusted as shown in the following table:

For high schools and K–12 campuses, accountability calculations use the highest available graduation rate. The specific rate used is determined by the graduation rate data available for the campus: 

• if 4-, 5-, and 6-year graduation rates are available, the highest of the three is used;
• if only 4- and 5-year rates are available, the higher rates of those two are used; 
• if only a 4-year graduation rate is available, that rate is used; and 
• campuses without graduation rate data receive an Annual Dropout Rate Conversion score in place of a graduation rate component score.

STAAR Component | Methodology

One point is awarded for each percentage of assessment results that achieve:

• Approaches Grade Level or above,
• Meets Grade Level or above, and
• Masters Grade Level.

The STAAR component score is calculated by dividing the cumulative performance for the three performance levels by three, resulting in an overall score of 0 to 100 for all campuses.

Formula: (Approaches or above + Meets or above + Masters) 
÷ 3 

College, Career, and Military Readiness Component | Methodology

One point is given for each annual graduate from the prior school year (Class of 2026) who accomplishes any one of the CCMR indicators (see section above). The CCMR component is calculated by dividing the total points (cumulative number of CCMR annual graduates) by the number of annual graduates. The CCMR component score is rounded to the nearest whole number. If applicable, the sunsetting IBC limit is applied at this step.

Formula: Number of Annual Graduates Who Achieved At Least One of the CCMR Indicators  
÷ Number of Annual Graduates 

Graduation Rate (or Annual Dropout Rate) Component

The graduation rate component of the Student Achievement domain includes the four-year, five-year, and six-year high school graduation rates with state exclusions or the annual dropout rate if no graduation rate is available. The four-, five-, or six-year graduation rate that results in the higher score is used to calculate the graduation rate score.

For Alternative Education Accountability (AEA) campuses, the graduation rate calculation is modified to give credit for graduates, continuing students, TxCHSE recipients, and previous dropouts who complete.

For additional information, see Chapter 2 of the 2027 Accountability Rating System Manual (PDF).

Review Chapter 5 of the 2027 Accountability Rating System Manual (PDF) for the methodology to calculate ratings for Part A: Academic Growth and Part B: Relative Performance. The resolved rating for the School Progress domain is the better score of Part A: Academic Growth or Part B: Relative Performance. 

For AEA campuses, the resolved rating for the School Progress domain is the better of Part A: Academic Growth or Part B: Retest Growth.

School Progress, Part A: Academic Growth

School Progress, Part A: Academic Growth provides an opportunity for campuses to receive credit for STAAR results in reading language arts (RLA) and mathematics when students show annual growth and, if applicable, demonstrate accelerated learning. 

• Annual Growth indicates the amount of improvement or growth a student has made from year to year. For STAAR assessments, annual growth is measured by a transition table. Individual student growth is calculated as the change between Low Did Not Meet Grade Level, High Did Not Meet Grade Level, Low Approaches Grade Level, High Approaches Grade Level, Meets Grade Level, and Masters Grade Level performance from the prior year to the current year. 
• Accelerated Learning is measured for students who earned Did Not Meet Grade Level in the prior year and were accelerated to Approaches Grade Level or above in the current year. 

School Progress, Part B: Relative Performance

School Progress, Part B: Relative Performance measures the achievement of all students relative to campuses with similar economically disadvantaged percentages. The indicators used in the comparison vary by campus type.

School Progress, Part A evaluates student growth in reading/language arts (RLA) and mathematics using STAAR and STAAR Alternate 2 results. Students are included when valid assessment results are available in both the prior year and current year and growth can be measured within the same content area (e.g., grade 3 RLA to grade 4 RLA). Examples outside the typical grade-level sequence include:

• Students who take STAAR assessments and have skipped a grade level (e.g., grade 6 to grade 8 mathematics),
• Students who were in any grade level in the previous year and took an Algebra I, English I, or English II EOC (e.g., grade 7 Math to Algebra I),
• Both students who take STAAR assessments in the same language and students whose language of STAAR assessments changes (e.g., Spanish to Spanish or Spanish to English), and/or
• For English II, growth is measured if a student has taken the English II assessment for the first time in the current year and has taken the English I assessment for the first time either in the previous or current year; or took any grade-level STAAR assessment in the previous year. If a student takes English I and English II in the same year, the English I to English II growth measure will be used, and not growth from a STAAR assessment taken before English I.

Annual Growth is measured using a transition table (see the following academic growth table) that compares a student's prior-year and current-year performance.

For accountability purposes, the STAAR performance levels of Did Not Meet Grade Level and Approaches Grade Level are divided into enhanced performance levels, including:

• Low Did Not Meet Grade Level
• High Did Not Meet Grade Level
• Low Approaches Grade Level
• High Approaches Grade Level
• Meets Grade Level
• Masters Grade Level

Campuses earn growth points based on the movement between performance levels from one year to the next as indicated in the transition tables below. Students who maintain performance at higher achievement levels or improve to a higher performance level earn greater credit than students who demonstrate less growth. Growth points earned across all eligible assessments are combined to determine the Annual Growth score.

Accelerated Learning is awarded for students who:

• earned Did Not Meet Grade Level in the prior year; and
• earned Approaches Grade Level, Meets Grade Level, or Masters Grade Level in the current year.
  Each successfully accelerated assessment contributes bonus points to the Academic Growth calculation, recognizing students who demonstrate more than one year of academic progress.

For more information, view the Enhanced Performance Levels (PDF) resource. Enhanced performance levels for 2027 will be posted on the 2027 Accountability Rating System web page once available.

The following tables illustrate how points are awarded for School Progress, Part A: Academic Growth. (STAAR and STAAR Alternate 2 assessments)

• Annual Growth tables show the points earned based on a student's movement between prior-year and current-year performance levels.  Depending on the student's movement between performance levels, a campus may earn 0, ½, or 1 point for the assessment.

Review Chapter 3 of the 2027 Accountability Rating System Manual (PDF) for complete Academic Growth methodology and scoring details.

TABLE 1 | Academic Growth: STAAR Annual Growth Point Values

*For STAAR English I and English II EOCs, growth is also measured if the student has taken the assessments for the first time within the same accountability cycle.

Please note that accelerated Learning outcomes award 0.25 bonus points per test scoring Did Not Meet Grade Level in the prior year and Approaches Grade Level or higher in the current year.

TABLE 2 | Academic Growth: STAAR Alternate 2 Annual Growth Point Values

Please note that accelerated Learning outcomes award 0.25 bonus points per test scoring Did Not Meet Grade Level in the prior year and Approaches Grade Level or higher in the current year.

The student groups evaluated within the Closing the Gaps domain to meet ESSA requirements include:

• all students, 
• race/ethnicity groups, 
• special education*, 
• emergent bilingual (EB) students*, 
• economically disadvantaged students, and 
• highly mobile students+. 

Domain 3 ratings are based on the performance of four groups, including: 

1. all students;
2. the first lowest-performing racial/ethnic student group from the prior year;
3. the second lowest-performing racial/ethnic student group from the prior year; 
4. the High Focus group—students are included in the high focus group if they are identified as:
   • current special education;
   • emergent bilingual student (current and monitored);
   • economically disadvantaged; or
   • highly mobile (foster, homeless, migratory).

This approach emphasizes outcomes for student groups that have historically experienced lower levels of performance, helping campuses and districts target areas where additional support may be needed.

1. All Students

2 and 3. First and Second Lowest Performing Racial/Ethnic Groups from the Prior Year

The two lowest-performing racial/ethnic groups from the prior year are determined by averaging the previous year’s Academic Achievement RLA and mathematics indicators. The identified groups, along with their performance data, can be found on the 2027 Closing the Gaps Planning Report located in Texas Education Agency Login (TEAL).

4. High Focus

The High Focus Group is an unduplicated count of students that meet the criteria above. A student who meets more than one of these criteria, such as a student who is both economically disadvantaged and an emergent bilingual student, is counted only once in the High Focus Group. 

EB Students | Current and Monitored

Both current and monitored EB students (through year 4) are included in performance rates for the Closing the Gaps domain. EB students’ inclusion, exclusion, and relevant Test Information Distribution Engine (TIDE) codes are available in Appendix H—Data Sources (PDF).

Current Special Education Students

A student is identified as a current special education student if the student receives special education and related services during the current school year. For Domain 3 calculations, current special education status is determined by using different data sources depending on the component being evaluated.

Highly Mobile Students

A student is included in the Highly Mobile student group if the student is identified as one or more of the following student groups:

The Closing the Gaps domain evaluates student group performance across four components. Component measures vary by school type. For additional information about the methodology for each component, refer to the 2027 Accountability Rating System Manual (PDF).

¹ If graduation data are unavailable, Academic Growth Status is used, if available.

² If CCMR data are unavailable, the STAAR component is used, if available.

To receive a Closing the Gaps score, a campus must:

• have at least 10 assessment results in both RLA and mathematics for the all students group, and
• have at least four Academic Achievement indicators that meet minimum size.

Once these requirements are met, the following components are included in the Closing the Gaps calculation if they meet the minimum number of evaluated indicators:

• Academic Growth Status: 4 indicators
• Student Achievement Domain Score (STAAR Component Only): 3 indicators
• Federal Graduation Status: 1 indicator
• CCMR Performance Status: 1 indicator

Examples

Example 1| Campus Meets Minimum-Size Requirements and Receives a Domain 3 Score 

A campus has: 

• 150 RLA assessment results
• 145 mathematics assessment results
• 6 Academic Achievement indicators that meet minimum size
• All Students–RLA, All Students–Mathematics, Hispanic–RLA, Hispanic–Mathematics, Economically Disadvantaged–RLA, and Economically Disadvantaged–Mathematics

Results: The campus receives a Closing the Gaps score because it meets both minimum-size requirements. The campus has at least 10 assessment results in RLA and mathematics for the All Students group and has more than the required four Academic Achievement indicators that meet minimum size.

Example 2| Campus Does Not Meet Minimum-Size Requirements and Does Not Receive a Domain 3 Score

A campus has:

• 35 RLA assessment results
• 32 mathematics assessment results
• 3 Academic Achievement indicators that meet minimum size
• All Students–RLA, All Students–Mathematics, and Hispanic–RLA

Result: The campus does not receive a Closing the Gaps score. Although it has at least 10 assessment results in RLA and mathematics for the All Students group, it does not meet the requirement to have at least four Academic Achievement indicators that meet minimum size.

The Domain 3 scoring system uses a 0–4 points methodology, where campuses can earn points for student groups meeting targets and growth. The performance of each student group is compared to defined federal targets for each component based on school type. 

Each student group evaluated can earn 0–4 points within each component indicator. The performance targets are provided in Chapter 4 of the 2027 Accountability Manual. Point values are based on progress toward federal interim and long-term targets, as shown below.

A Domain 3 Planning Report Guide is available in TEAL to help track progress towards meeting federal targets.

Special Scoring Scenarios

In certain situations, standard 0–4-point calculations cannot be applied because prior-year data are unavailable or participation requirements affect the calculation.

• Campuses in their first year of STAAR testing are evaluated for 4, 3, or 0 points because prior-year data are not available.
• If a student group meets minimum size for an indicator in the current year but did not meet minimum size in the prior year, the indicator is evaluated for 4, 3, or 0 points because prior-year data are unavailable.
• The federal Participation Status target is 95%. If the all students group or any student group falls below 95% participation, the denominator used to calculate Academic Achievement points is adjusted accordingly. Participation is based on STAAR, SAT, ACT, and TELPAS assessment results. For additional information, view the Participation Rates and Accountability Guide (PDF) or Chapter 4 of the 2027 Accountability Manual (PDF).

To calculate a Closing the Gaps component score, sum the points earned for each evaluated indicator and divide by the total possible points (for indicators that met the minimum size). Component points are rounded to one decimal place. 

Student Groups Evaluated

• All Students
• The two lowest-performing racial/ethnic student groups from the prior year:
  • African American, Hispanic, White, American Indian, Asian, Pacific Islander, or two or more races
• High Focus student groups:
  • Economically Disadvantaged (Eco Dis)
  • Emergent Bilingual (EB)
  • Special Education (SPED)
  • Highly Mobile

The following component score chart shows how points are earned across multiple student groups and accountability measures.

¹ Current EB students are the only students evaluated in "Progress in Achieving English Language Proficiency."

Calculation

To determine the Closing the Gaps domain score, each eligible component is weighted according to the campus type, as shown in the following table. Components must meet the minimum number of evaluated indicators to be included. When a component is unavailable, its weight is redistributed proportionally among the remaining eligible components.

A component's weighted points are calculated by multiplying the component score by its assigned weight and rounding to one decimal place. The final Closing the Gaps domain score is the sum of all weighted component points, rounded to the nearest whole number.

Elementary and Middle School

High School, K–12, and AEAs

¹ If Federal Graduation Status is not available, Academic Growth Status is used.
² If College, Career, and Military Readiness is not available, Student Achievement Domain Score: STAAR Component Only is used.

Methodology 

View Chapter 5 of the 2027 Accountability Manual (PDF) for the methodology to calculate the overall Closing the Gaps domain rating.

Elementary School | Example 

Closing the Gaps Domain Raw Score: 79

Middle School | Redistributing Weights When Components Are Unavailable Example 

The sample middle school meets the minimum number of evaluated indicators in only two components: Academic Achievement and Academic Growth Status. The campus does not have enough evaluated indicators for the Student Achievement Domain Score: STAAR Component Only component, and it does not meet minimum-size requirements for Progress in Achieving English Language Proficiency. As a result, the weights assigned to these two unavailable components (10% each, for a total of 20%) are redistributed proportionally among the remaining eligible components.

Closing the Gaps Domain Raw Score: 78

For accountability calculations, a subset of assessment results is used to calculate each domain. This subset includes only assessment results for students enrolled in the campus in the previous fall, as reported on the TSDS PEIMS Fall Snapshot Submission. 

For additional information, see the “TSDS PEIMS-Based Indicators” section of this chapter. Accountability calculations consider results from three assessment administration periods.

For the 2027 accountability year, assessment results are attributed to campuses based on student enrollment reported through the TSDS PEIMS Fall Snapshot submission. Grades 3–8 campuses are accountable for students’ spring 2027 assessment results if those students were reported as enrolled in the 2026 PEIMS Fall Submission, also known as the October snapshot. End-of-Course (EOC) campuses are accountable for three assessment administration periods: 

• Summer 2026 results for students reported as enrolled in the October 2025 snapshot 
• Fall 2026 results for students reported as enrolled in the October 2026 snapshot
• Spring 2027 results for students reported as enrolled in the October 2026 snapshot 

This accountability subset rule ensures that assessment results are attributed to campuses based on student enrollment reported in the applicable PEIMS fall snapshot used for accountability calculations.

The SAT/ACT results of accelerated testers (or the non-participation of accelerated testers on SAT/ACT) are attributed to the campus at which the student was reported as enrolled on the current TSDS PEIMS Fall Snapshot Submission. 

Accelerated testers are students who received Approaches or higher on the English II, Algebra I, or Biology EOCs before enrolling in grade 9. Federal requirements outline that students must be assessed in RLA, math, and science during grades 9–12. Students who are not assessed on an EOC in any subject area while in high school are required to be assessed using the SAT or ACT.  

Review Chapter 2 of the 2027 Accountability Rating System Manual (PDF) for additional information on accelerated testers and the inclusion of SAT/ACT results.

Where can I learn more about SAT/ACT Inclusion in STAAR-Based Indicators?  

District and campus staff can reference the Methodology for SAT/ACT Accelerated Testers (PDF) to learn more about SAT/ACT inclusion in STAAR-based indicators.  

To fulfill federal testing requirements, accelerated testers must take a corresponding subject area SAT or ACT while in high school. To monitor accelerated testers who will be included in 2027 accountability, designated TEAL users can access a Preliminary 2027 Accelerated Testers Student listing released in Fall 2026 that reflects the subject area in which the student is considered accelerated and whether the student has a corresponding SAT or ACT on record.  

An updated list of Accelerated Testers will be released in Spring 2027. At that time, two listings will be made available: the Final 2027 Accelerated Testers Student Listing, specific to students in grade 12 for the 2026–27 PEIMS Fall Snapshot, and an Accelerated Tester Listing for Students in Grades 9-11.  The Accelerated Testers Student Listing for Students in Grades 9-11 is intended to support schools and school systems in identifying accelerated testers and planning which students will be required to take the SAT/ACT. 

The opportunity to retest is available to students who have taken EOC assessments in any subject. EOC retesters are counted as passers based on the passing standard in place when they were first eligible to take any EOC assessment. 

In this case, the best result from each administration is found for each subject retested. Secondly, the accountability subset rules determine whether the result is included in accountability. If all results have the same level of performance, then the most recent result is selected for performance calculation. 

Only the first attempt on any given EOC is eligible for growth under School Progress, Part A. The following charts provide examples of how the accountability subset is applied to EOC retesters. 

Accountability Subset Example Scenarios for EOC Retesters in STAAR-Based Indicators:

Scenario 1: Student Remains at Campus A

• Enrolled: October 2025 | Campus A
• Tested: Summer 2026 | Campus A
• Enrolled: October 2026 | Campus A
• Tested: Fall 2026 | Campus A
• Tested: Spring 2027 | Campus A

Each result meets the accountability subset rule. The best result is used.

Scenario 2: Student Transfers Campuses

• Enrolled: October 2025 | Campus A
• Tested: Summer 2026 | Campus B
• Enrolled: October 2026 | Campus B
• Tested: Fall 2026 | Campus B
• Tested: Spring 2027 | Campus C

Summer 2026 and Fall 2026 results meet the accountability subset rule. Spring 2027 does not meet the accountability subset rule because the student was not enrolled at Campus C in the October 2026 snapshot. Only eligible results can be considered when selecting the student's best score.

Student assessment results used in accountability are based on final data after established submission and correction timelines. Districts and campuses are responsible for ensuring that student information associated with assessment records is accurate, as these data determine the attribution and inclusion of results in accountability calculations.

The Test Information Distribution Engine (TIDE) is the vendor system used to manage user and student information for STAAR administrations. Testing coordinators enter student demographic information in TIDE when registering students for testing, and these data are used for STAAR-related accountability measures if submitted within established timelines.

Once correction windows close, assessment results are considered final for accountability purposes. The table below outlines which data can and cannot be corrected during the data verification process. 

Corrections Window: Allowed Actions

• Districts may submit score code changes, resolve test discrepancies, merge temporary TSDS IDs, submit rescore requests, and correct student names, dates of birth, and years in U.S. schools.

Corrections Window: Not Allowed Actions

• Districts cannot enter score codes, enter student responses in RE, add students, correct existing student demographic information, enter holistic ratings, or change holistic ratings.

Student Assessment Results provides reporting dates and related information for the Texas Assessment Program. Use this resource to find scheduled release dates for assessment results and other reporting timelines available through TIDE.

One of the primary sources of data used in the accountability system is the Texas Student Data System/Public Education Information Management System (TSDS PEIMS) data collection. The TSDS PEIMS data collection has a prescribed process and timeline that offers school districts the opportunity to correct data submission errors or data omissions discovered following the initial data submission. 

These timelines are strict, and the data submitted during the corrections window is final. Some College, Career, and Military Readiness (CCMR) indicators are eligible for data correction for use in 2027 accountability ratings through a PEIMS Working Submission. Refer to the TSDS PEIMS submission timelines for more information. 

The Academic Accountability Data Sources (PDF) document provides the 2025–26 and 2026–27 TSDS PEIMS data sources and accepted values used for CCMR indicators in A–F Accountability, including special considerations for Industry-Based Certifications.

TSDS PEIMS Data Used for Accountability Indicators

Graduation and Dropout Data

• 4-Year Longitudinal Graduation Rate: Class of 2026
• 5-Year Longitudinal Graduation Rate: Class of 2025
• 6-Year Longitudinal Graduation Rate: Class of 2024
• Annual Dropout Rate: 2025–26 school year

College, Career, and Military Readiness (CCMR)

The following indicators use data from the 2025–26 school year unless otherwise noted:

• Graduate with a completed IEP and workforce readiness
• Graduate under an advanced diploma plan while identified as a current special education student
• Earn an industry-based certification and complete an aligned CTE program of study (earned from grade 9 through August 31, 2026)
• Dual credit course completion
• Associate degree
• College preparatory course (earned as a 12th-grade student during the 2025–26 school year)

Relative Performance (Domain 2b)

Economically disadvantaged percentage and school type data are used in the calculation of Domain 2b: Relative Performance.

Closing the Gaps (Domain 3)

Demographic data for graduates and 12th-grade non-graduates are used in the calculation of CCMR and graduation rate indicators. 

Homeless/foster status for STAAR-tested students is used to assign students to the High Focus Group.

Student information from both TSDS PEIMS and the Test Information Distribution Engine (TIDE) is leveraged in the accountability system to determine the attribution and reporting of results at the campus and student group levels.

Student Demographic Data from PEIMS informs:

• Campus-level information reported on TXSchools.gov,
• Campus-level economically disadvantaged data used in Domain 2b: Relative Performance, and
• Student-level information used for CCMR and Graduation Rate indicators in Domain 3: Closing the Gaps.

Student Demographic Information from TIDE informs:

• Student-level demographic information used for STAAR End-of-Course (EOC) results in Domain 3: Closing the Gaps, and
• Student-level demographic information used for TELPAS results in Domain 3: Closing the Gaps.

The CCMR component of the accountability system includes data from ACT, Advanced Placement (AP), International Baccalaureate (IB), SAT, Texas Success Initiative (TSI) assessment results, OnRamps, level I, and level II certificates.  

For information about the non-PEIMS data sources used in CCMR accountability calculations, view Appendix H of the 2027 Accountability Rating System Manual (PDF). 

2027 CCMR Accountability Data

Assessments 

• ACT: Grades 9–12 through July 2026 
• SAT: Grades 9–12 through June 2026 
• AP: Grades 9–12 through the 2025–26 school year 
• IB: Grades 9–12 through May 2026 
• TSI: June 2016–October 2026 administrations 

Coursework and Credentials 

• OnRamps course completion: Through the 2025–26 school year 
• Level I and Level II certificates: Through the 2025–26 school year 

Military Readiness 

• Military enlistments reported by DMDC as of December 31, 2026 

Overall Campus Ratings Methodology

Campus domain scores are converted to scaled scores and assigned ratings based on the methodologies described in Chapter 5 of the 2027 Accountability Rating System Manual (PDF). 

To determine a campus's overall score, each accountability domain is first converted to a scaled score.

Within Domain 2, School Progress, the higher score between Part A: Academic Growth and Part B: Relative Performance is used. The higher score between the Student Achievement and School Progress domain scores is then selected and weighted at70%. The Closing the Gaps domain score is weighted at 30%.

The weighted domain scores are combined to produce the overall score, which is then used to assign the overall accountability rating.

District Proportional Weighting Methodology

District domain ratings are calculated using a proportional weighting method based on grades 3–12 enrollment. Larger campuses contribute more to the district domain score than smaller campuses. This methodology excludes Not Rated and paired campuses, is applied separately to each domain, and includes campuses evaluated under alternative education accountability. 

Once district domain scores have been calculated using the proportional weighting methodology, the overall district rating is determined using the same process applied to campuses. Each domain receives a scaled score. 

Within Domain 2, School Progress, the higher score between Part A: Academic Growth and Part B: Relative Performance is used. The higher score between the Student Achievement and School Progress domain scores is then selected and weighed 70%. The Closing the Gaps domain score is weighted at 30%. 

The weighted domain scores are combined to produce the overall score, which is then used to assign the district's overall accountability rating. 

See Chapter 5 of the 2027 Accountability Rating System Manual (PDF) for additional information.

Example | Campus Overall Rating Calculation 

The following tables demonstrates how scaled domain scores are combined to determine an overall score and rating. 

Example Campus's Scaled Scores

Campus Overall Rating Calculation

To calculate the overall campus score and rating, the better score of either Student Achievement or School Progress (the better of Part A or B) is weighted to get the total number of weighted points. Add the domain weighted points to get the overall campus score, which determines the overall campus rating.

Overall Campus Score: 87 
Overall Campus Rating: B

Example | District Overall Rating Calculation 

The following table demonstrates how scaled domain scores are combined to determine an overall score and rating. 

Example District's Scaled Scores

District Overall Rating Calculation

To calculate the overall district score and rating, the better score of either Student Achievement or School Progress (the better of Part A or B) is weighted to get the total number of weighted points. The domain weighted points are added together to get the overall district score, which determines the overall district rating.

Overall District Score: 83 
Overall District Rating: B

Example | Converting STAAR Component Scores to Scaled Scores

The STAAR Component Score is converted to a Scaled Score using the conversion tables provided in Appendix I (PDF). The scaled score is then used in accountability calculations and ratings. 

In this example, the campus has a STAAR Component Score of 74. Using the Student Achievement: STAAR Component Score conversion table in Appendix I (PDF), a score of 74 converts to a Scaled Score of 94. The accountability system uses the Scaled Score of 94 instead of the raw component score.

The scaled score contributes to the campus's overall accountability rating. 

Overall Campus Score: 93 
Overall Campus Rating: A

Example | Converting a CCMR Component Score to a Scaled Score

The College, Career, and Military Readiness (CCMR) Component Score is converted to a Scaled Score using the conversion tables provided in Appendix I (PDF). The scaled score is then used in accountability calculations and ratings.

In this example, the campus has a CCMR Component Score of 84. Using the Student Achievement: CCMR Component Score conversion table in Appendix I (PDF), a score of 84 converts to a Scaled Score of 86. The Scaled Score of 86 is used in the Student Achievement domain calculation and contributes to the campus's overall accountability rating.

The scaled score is incorporated into the accountability system and contributes to domain and overall ratings. 

Overall Campus Score: 88 
Overall Campus Rating: B

Example | Calculating Proportional Weighting of Campuses

• District Enrollment (Grades 3–12): 2,417 students

Example | Calculating Campus Points to Determine District Domain Score

• District Student Achievement Domain Scaled Score: 79

Domain and overall ratings are assigned based on scaled scores. The following table shows the scaled score ranges for each rating. 

See Chapter 5 of the 2027 Accountability Rating System Manual (PDF) for additional information.

Certain provisions may affect or limit the overall rating a campus or district can receive. A campus final scaled score may be capped if it receives a D or F in three of the four domains. A score is capped at 69 if the campus earns three D ratings and at 59 if it earns three F ratings. This cap does not apply if the campus is not rated in all four domains or if the Student Achievement rating is higher than a D or F, respectively.

The following table summarizes these accountability rating limitations.

Distinction designations are awarded in the following areas:

• Academic Achievement in Reading Language Arts | Campus only
• Academic Achievement in Mathematics | Campus only
• Academic Achievement in Science | Campus only
• Academic Achievement in Social Studies | Campus only
• Top 25%: Comparative Academic Growth | Campus only
• Top 25%: Comparative Closing the Gaps | Campus only
• Postsecondary Readiness | Campus and District

The following labels indicate whether a district or campus earned a distinction designation:

• Distinction Earned: The district or campus demonstrates acceptable performance and meets the criteria for distinction.
• No Distinction Earned: The district or campus does not demonstrate acceptable performance or does not meet the criteria for the distinction.
• Not Eligible: The district or campus does not have results to evaluate the distinction, is Not Rated, is evaluated under AEA provisions, or is paired for accountability evaluation. 

Each campus is assigned to a unique comparison group consisting of 40 Texas campuses with similar characteristics. 

Comparison groups are based on factors including:

• school type;
• grade levels served;
• campus size;
• percentage of students identified as economically disadvantaged;
• mobility rate;
• percentage of emergent bilingual students;
• percentage of students receiving special education services; and
• percentage of students enrolled in an Early College High School program. 

Review Chapter 6 (PDF) and Appendix E (PDF) of the 2027 Accountability Rating System Manual for additional information. Campus comparison groups for 2027 will be available in spring 2027 at 2027 Accountability Rating System. 

In general, campuses earn distinction designations by performing in the top quartile (top 25%) of their campus comparison group on applicable indicators. Elementary and middle schools generally must rank in the top quartile on at least 50% of evaluated indicators, while high schools and K–12 campuses generally must rank in the top quartile on at least 33% of evaluated indicators. 

District Postsecondary Readiness distinctions are awarded using a separate methodology based on campus-level Postsecondary Readiness indicators.

Review Chapter 6 of the 2027 Accountability Rating System Manual (PDF) for additional information, including details on the distinction designation methodologies, indicators, and minimum size requirements.

To identify schools for CSI, TEA annually ranks all Title I campuses based on Closing the Gaps scaled scores. CSI identification focuses on the lowest-performing Title I campuses within each school type based on Closing the Gaps performance. 

First, TEA determines the bottom five percent of Closing the Gaps outcomes by rank ordering the scaled scores of Title I campuses by school type, including elementary, middle, high school/K–12, and alternative education accountability (AEA) campuses. 

TEA then determines which campuses fell in the bottom five percent for each school type. Title I campuses that rank in their school type’s bottom five percent are identified for CSI. Refer to Chapters 1 and 7 of the 2027 Accountability Rating System Manual for additional information on school types.

Additionally, if any Title I or non-Title I campus does not attain a 66.7 percent six-year federal graduation rate for all students group, the campus is identified for CSI.

Any campus identified for CSI that has fewer than 100 students enrolled as reported in the October snapshot is not required to implement interventions associated with the identification. If a campus with fewer than 100 students chooses not to implement interventions, it is not eligible for comprehensive support grant funding. Choosing not to implement interventions does not exit the campus from CSI identification. This flexibility is limited to only campuses identified as CSI-Low Graduation Rate, and not CSI-Low Performance campuses.

Exit Criteria for CSI

To exit Comprehensive Support and Improvement Identification, campuses must meet two criteria: 1) the campus must rank higher than the bottom five percent of the Closing the Gaps domain scaled score for their school type for two consecutive years and 2) the Closing the Gaps domain scaled score must be higher than the score it received when originally identified for CSI. When the campus meets both these criteria for the first year, the campus is identified as CSI-Progress. After a second consecutive year of meeting both criteria, the campus is exited and no longer identified as CSI. CSI Progress identification does not break or increase the count of CSI ratings used to determine more rigorous interventions.

Campuses previously identified as CSI based solely on a low graduation rate must have a four- or six-year federal graduation rate of at least 66.7 percent for two consecutive years to exit CSI status.

If a campus was escalated to CSI after being identified ATS for three consecutive years, the campus must meet the CSI exit criteria. This flexibility is limited only to campuses identified as CSI-Low Graduation Rate, and not CSI-Low Performance campuses.

TEA uses Closing the Gaps domain data to identify campuses that have consistently underperforming student groups. The Closing the Gaps domain evaluates student group performance across multiple indicators, including Academic Achievement, Academic Growth, Graduation Rate, Progress to English Language Proficiency, and School Quality/Student Success.

A student group is identified as consistently underperforming when it does not meet targets on the same three indicators for three consecutive years. Because accountability was not issued in 2020 and 2021, the first set of consecutive years used for 2023 TSI identification was 2019, 2022, and 2023. For 2024 TSI identification, the consecutive years are 2022, 2023, and 2024, and the pattern continues in subsequent years. The following table shows the applicable implementation years.

 A “no” is considered missing the target for 2019 and 2022. For 2023 and beyond, a student group that earns either a zero or one point for the indicator is considered to be missing the target.

Any campus not identified for CSI that has at least one consistently underperforming student group is identified for TSI. TSI identifies both Title I and non-Title I campuses. Campuses are evaluated annually for TSI identification. The purpose of TSI identification is to ensure targeted support for campuses with student groups that demonstrate persistent performance challenges over time.

ATS identification is based on a subset of TSI-identified campuses. ATS identifies both Title I and non- Title I campuses. Any TSI-identified campus has its identification escalated to ATS if it meets both ATS identification criteria. 

First, the campus must meet the TSI identification criteria by having at least one consistently underperforming student group. A consistently underperforming student group misses targets in at least the same three indicators for three consecutive years. 

Second, the Closing the Gaps score for at least one consistently underperforming student group must be lower than the score used to identify the lowest-performing five percent of each school type (the same cut point used to identify CSI). 

Campuses are evaluated annually for ATS identification.

Minimum Size

To be evaluated for ATS, each student group must have 10 RLA and 10 mathematics assessment results for evaluation in the Academic Achievement component. If a student group does not meet minimum size in Academic Achievement, it is not considered when evaluating the campus for identification.

For elementary and middle schools, the student group must meet minimum size for all three years in all five indicators: 

• Academic Achievement RLA, 
• Academic Achievement Mathematics, 
• Academic Growth RLA, 
• Academic Growth Mathematics, and 
• Student Success (STAAR Only).

For high schools and K–12s, the student group must meet minimum size for all three years in all four indicators: 

• Academic Achievement RLA, 
• Academic Achievement Mathematics, 
• Graduation Rate (if a campus does not have a graduation rate, Academic Growth is used with the four indicators minimum requirement), and 
• School Quality (CCMR). 

The former minimum size of 25 remains in effect for 2019 and 2022 data. The minimum size of 10 applies to 2023 and beyond.

Exit Criteria for Additional Targeted Support Schools

To exit ATS, the Closing the Gaps score for the consistently underperforming student group must surpass the score used in the year of ATS identification to identify the lowest-performing five percent of each school type. A campus may exit ATS to TSI status if the campus continues to meet TSI criteria.

For grades 4–12, a student is identified as continuously enrolled if the student is enrolled at the campus on the current year's fall snapshot date and has been enrolled in the same district for the three preceding school years. For grade 3, a student is identified as continuously enrolled if the student is enrolled at the campus on the current year's fall snapshot date and has been enrolled in the same district for the two preceding school years.

Example | Campus Continuously Enrolled Determination (Grade 4–8) for 2027 Accountability

A student is identified as a current special education student if the student receives special instruction and related developmental, corrective, supportive, or evaluative services for the current school year as reported in TIDE by the date indicated on the Texas Assessment Program Calendar of Events (“Final Date to Enter Student Information for Accountability Reporting”).

A student is identified as formerly receiving special education services if in any of the preceding year, they were reported in TSDS PEIMS as receiving special instruction and related developmental, corrective, supportive, or evaluative services, but in the current year, as reported through TSDS PEIMS or in TIDE, are no longer participating in a special education program.

Refer to 2026 School Improvement Identification: Former Special Education Student Group Overview (PDF) for more information. 

LAS implementation is optional. School systems that choose to participate must follow the implementation procedures outlined in the applicable Local Accountability System Guide.

The LAS process includes a planning year during which districts and open-enrollment charter schools will work with TEA LAS staff to design and refine a LAS plan, including LAS domains, components, scaling methodologies, and metrics. After the LAS plan is finalized, it is submitted to TEA staff for review and approval or denial.

Districts and open-enrollment charter schools develop LAS ratings for each participating campus. These ratings include scaled scores and corresponding letter grades for each domain, each component, and an overall campus rating. Once a TEA-approved LAS plan is implemented, districts submit the approved LAS results to TEA for inclusion in accountability reporting.

Eligible LAS campuses that earn a state overall rating of C or higher have their LAS overall scaled score combined with their state accountability overall scaled score. The LAS plan specifies the percentage the LAS rating contributes to the overall campus rating, up to a maximum of 50 percent.

TEA calculates the final overall rating for each LAS campus by combining the LAS overall scaled score with the state accountability overall scaled score using the weighting established in the district's approved LAS plan. The resulting overall scaled score and letter grade are published on TXschools.gov and TEA websites, along with the LAS and state accountability domain and overall ratings.

Districts with an approved LAS plan must submit LAS data by the July deadline to ensure LAS outcomes are included in current-year accountability calculations. For eligible campuses receiving a state overall rating of C or higher, TEA combines LAS and state accountability results and publishes the resulting ratings with the annual release of accountability ratings.

Review Section 2 of the Local Accountability System Guide for additional information on LAS submission requirements and refer to Chapter 13 of the 2027 Accountability Rating System Manual (PDF) for specific dates. 

• Accountability Ratings and Reporting
  • Accountability ratings, domain calculations, accountability subset rules, accountability methodology, accountability reports, School Report Cards, TPRS, and other Performance Reporting resources
  • Contact: Performance Reporting Division
  • Help Desk: Performance Reporting Help Desk
• Local Accountability System (LAS)
  • LAS development, approved local indicators, LAS ratings, LAS implementation, and LAS submission requirements
  • Contact: Local Accountability System
  • Email: LAS@tea.texas.gov 
• Student Assessment
  • STAAR performance, EOC retesting, TIDE, testing records, and assessment corrections
  • Contact: Student Assessment Division
  • Help Desk: Student Assessment Help Desk
• Research and Analysis
  • Four-year, five-year, and six-year graduation rates, annual dropout rates, and accountability research methodologies
  • Contact: Research and Analysis
  • Email: research@tea.texas.gov 
• TSDS PEIMS
  • TSDS PEIMS submissions, data corrections, submission timelines, collection requirements, and PEIMS coding
  • Contact: TSDS PEIMS Customer Support
  • Email: TSDSCustomerSupport@tea.texas.gov 
• Career and Technical Education (CTE)
  • Industry-Based Certifications (IBCs), CTE programs of study, CTE completer status, and military readiness programs
  • Contact: Career and Technical Education
  • Email: cte@tea.texas.gov 
• College, Career, and Military Readiness (CCMR)
  • CCMR-related questions and resources
  • Contact: College, Career, and Military Preparation Division
  • Email: ccmp@tea.texas.gov 
• Advanced Academics
  • Advanced Placement (AP), International Baccalaureate (IB), advanced academics, gifted and talented programs, dual credit, and OnRamps, SAT/ACT, or TSIA questions.
  • Contact: Advanced Academics
  • Email: advancedacademics@tea.texas.gov 
• Special Education
  • Special education participation, students receiving special education services, and special education program requirements
  • Contact: Special Education Programs
  • Email: sped@tea.texas.gov 
• Emergent Bilingual Education
  • Emergent bilingual students, bilingual and ESL programs, LPAC requirements, EB identification, reclassification, and other questions related to bilingual education programs
  • Contact: Emergent Bilingual Support Division
  • Email: EmergentBilingualSupport@tea.texas.gov 
• School Improvement
  • Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), Additional Targeted Support (ATS), school improvement interventions, and campus improvement planning requirements
  • Contact: School Improvement
  • Email: SIDivision@tea.texas.gov 
• Texas Tutoring Support
  • Accelerated instruction, high-impact tutoring, tutoring program implementation, tutor support services, and Texas Tutoring Supports
  • Contact: Texas Tutoring Support
  • Help Desk: Texas Tutoring Support Help Desk