ESSA Equity Report

Report Location: Accountability>Federal: Accountability Report Center>ESSA, Title I Equity Plan

ESSA Equity Report

Summary: This report exemplifies how TEA is looking at low-income and minority students being served at campuses at a disproportionate rate of inexperienced teachers (teachers in their first two years of teaching).

Usage:

• The Poverty Groups displays the disproportionate rates between the district’s high and low quartile, as well as between the district’s high quartile and the state average.
• The Minority Group displays the disproportionate rates between the district’s high and low quartile, as well as between the district’s high quartile and the state average.
• To see campuses in each quartile:
  • Sort column by low income. Campuses in the High and Low quartiles are color coded.
  • Sort column by minority (not white) students. Campuses in the High and Low quartiles are color coded.

Data Sources:

• PEIMS Fall and Summer XML files one year prior to year filter
  • Student Percentages:
    • Unique count by student id based on Summer attendance records (42400)
    • Attributed to all campuses attended
  • Staff Percentages:
    • Unique count by staff id based on Fall responsibility (30090)
    • Attributed to all campuses taught

Definitions:

• Inexperienced Teacher: Role-ID = 087 and Total Years Professional Experience = 00 or 01 in Fall submission Divided by Total Role-ID =087.
• Low Income: Students coded Economically Disadvantaged (01,02,99) in either Fall or Summer submission
• Minority: Students not coded as white, alone.
• Quartile: Campuses sorted by Low Income for 1 report and for Minority on the other report. Then divided as evenly as possible into 4 groups. The High and Low groups are selected. The teachers who have less than 3 years of experience are averaged at those Campuses for both quartiles.
• Disproportionate: The difference between the rate at which low-income students or students of color are taught by inexperienced teachers and the rate at which their peers are taught by inexperienced teachers.

Special Notes:

• State Averages are updated by the year filter and changed once TEA posts the most recent State Average to the https://texasequitytoolkit.org/ page.
• Comparison will be made with High and Low quartiles at the District and the High quartile % with the state % of inexperienced teachers for both the low-income students and the students of color.

EXAMPLE:

Row	Comparison	Inexperienced Teachers
Equity Gap Calculations: Low-Income Students
A	High-poverty quartile	9.56%
B	Low-poverty quartile	4.03%
C	District equity gap: High-poverty quartile minus low-poverty quartile (row A-row B)	9.56%-4.03% =5.53%
D	State average	13.05%
E	State equity gap: High-poverty quartile minus state average (row A-row D)	9.56%-13.05% =-3.49%

Equity Gap Calculations: Students of Color
F	High-minority quartile	9.03%
G	Low-minority quartile	4.41%
H	District equity gap: High-minority quartile minus low-minority quartile (row F-row G)	9.56%-4.03% =5.53%
E	State equity gap: High-minority quartile minus state average (row F-row D)	9.03%-13.05% =-4.02%

Resource for qualifications and calculations:

• https://texasequitytoolkit.org/
• Note: For the 2019-2020 school year, LEAs will be not be expected to submit new equity plans.