No Child Left Behind Report Card ~ Lindsay ISD
Adequate Yearly Progress (AYP)
The Adequate Yearly Progress Repott is a part of the federal accountability system for public schools and is a provision of the federal No Child Left Behind Act.
The Texas Education Agency issues Accountability Ratings to districts and schools annually based upon information contained in various reports including AEIS and federal AYP.
Academic Excellence Indicator System (AEIS)
The Texas Education Agency issues annual Academic Excellence Indicator System (AEIS) Reports on each district and school in Texas. These comprehensive reports provide information on student performance as well as staffing, finances, and overall demographics.
School Report Card
The School Report Card is a subset of the information found in the complete AEIS report and is issued annually to each campus in a district.
Section 1111(h)(2) of the No Child Left Behind Act (NCLB) requires that each LEA that receives Title I, Part A funding to disseminate specific LEA (district) and campus level data to 1) all LEA campuses, 2) parents of all enrolled students, and 3) to make the information widely available through public means such as posting on the internet, distribution to the media, or distribution through public agencies. The following data must be disseminated for the LEA (district) and each campus:
• Assessment results in the aggregate and disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and economically disadvantaged
• Graduation rates for secondary school students.
• Preformance of school districts on adequate yearly progress measures.
• Number and names of Title I schools identified as in need of improvement, including information on any schools identified for improvement.
Lindsay ISD has no schools identified as in need of improvement.
• Professional qualifications of teachers in the state, including the percentage of teachers teaching with emergency or provisional credentials and the percentage of classes in the state that are not taught by highly qualified teachers, including a comparison between high- and low-poverty schools.