Terms Used in the Texas School Accountability Dashboard
BE —	Please see Bilingual Education.
BE-Dual One-Way —	Biliteracy program model designed to develop fluency and literacy in English. The dual language immersion/one-way model serves only students of limited English proficiency and transfers a student to English-only instruction between six and seven years after the student enrolls in school.
BE-Dual Two-Way —	Biliteracy program model designed to develop fluency and literacy in English and another language. The dual language immersion/two-way model integrates students of limited English proficiency with students proficient in English and transfers a student of limited English proficiency to English-only instruction between six and seven years after the student enrolls in school.
BE-Trans Early Exit —	Bilingual program model that serves students of limited English proficiency. The transitional bilingual/early exit model transfers a student to English-only instruction between two and five years after the student enrolls in school.
BE-Trans Late Exit —	Bilingual program model that serves students of limited English proficiency. The transitional bilingual/late exit model transfers a student to English-only instruction between six and seven years after the student enrolls in school.
Bilingual Education (BE) —	Dual-language program that enables English learners to become competent in listening, speaking, reading, and writing in English through the development of literacy and academic skills in both the primary language and English. This category includes the transitional bilingual/early exit, the transitional bilingual/late exit, the dual language immersion/one-way, and the dual language immersion/two-way instructional models.
Economically Disadvantaged —	A student who is eligible to participate in the national free or reduced-price lunch program. For the purpose of the dashboard, the terms economically disadvantaged and educationally disadvantaged are used interchangeably.
Educationally Disadvantaged —	State statute defines educationally disadvantaged as a student who is eligible to participate in the national free or reduced-price lunch program established under 42 U.S.C. Section 1751. For the purpose of the dashboard, the terms educationally disadvantaged and economically disadvantaged are used interchangeably.
EL —	Please see English Learner.
English as a Second Language (ESL) —	An intensive program designed to develop proficiency in listening, speaking, reading, and writing in the English language. This category includes both ESL content and ESL pull-out instructional models.
English Learner (EL) —	A student whose primary language is other than English and who is in the process of acquiring English. The terms English learner and student of limited English proficiency are used interchangeably.
ESL —	Please see English as a Second Language.
ESL Content —	An English program that serves students of limited English proficiency. The English as a second language/content-based model provides a full-time teacher that gives supplementary instruction for all content areas.
ESL Pull-Out —	An English program that serves students of limited English proficiency. The English as a second language/pull-out model provides a part-time teacher to give instruction in English language arts only. A student in an ESL Pull-Out program remains in mainstream instructional arrangements for all other content areas.
Student Achievement (Domain 1)—	Student Achievement evaluates performance across all subjects for all students, on both general and alternate assessments, College, Career, and Military Readiness (CCMR) indicators, and graduation rates. For more information, please see the 2019 Accountability Manual.
School Progress (Domain 2)—	School Progress measures district and campus outcomes in two areas: the number of students that grew at least one year academically (or are on track) as measured by STAAR results and the achievement of all students relative to districts or campuses with similar economically disadvantaged percentages. For more information, please see the 2019 Accountability Manual.
Closing the Gaps (Domain 3)—	Closing the Gaps uses disaggregated data in four components to demonstrate differentials among racial/ethnic groups, socioeconomic backgrounds and other factors. The indicators included in this domain, as well as the domain's construction, align the state accountability system with the Every Student Succeeds Act (ESSA). For more information, please see the 2019 Accountability Manual.
LEP —	Please see Limited English Proficient.
LEP No Services —	A student identified as limited English proficient who does not receive any bilingual education or English as a second language services.
LEP with Services —	A student identified as limited English proficient who receives bilingual education services or English as a second language services.
Limited English Proficient (LEP) —	A student whose primary language is other than English and whose English language skills are such that the student has difficulty performing ordinary classwork in English. The terms student of limited English proficiency and English learner are used interchangeably.
Special Education Programs —	Services for children with disabilities that may include special instruction and related developmental, corrective, supportive, or evaluative services.
STAAR —	Please see State of Texas Assessments of Academic Readiness.
STAAR Passing Rates by Group —	The STAAR Passing Rates by Student Group graph shows the percentage of students who achieved the Approaches Grade Level standard or higher on STAAR by individual student group, as well as for all student groups combined. It provides results for the following groups: all students, African American, Hispanic, White, American Indian, Asian, Pacific Islander, two or more races, special education, economically disadvantaged, and English learners. For more information about the student passing standards, please visit the STAAR homepage on the TEA website at http://tea.texas.gov/student.assessment/staar.
STAAR Passing Rates by Special Language Program—	The STAAR Passing Rates by Special Language Program graph shows the percentage of EL students who achieved the Approaches Grade Level standard or higher on STAAR by language program. It provides results for the following programs: bilingual education, early-exit bilingual, late-exit bilingual, two-way bilingual, one-way bilingual, English as a second language (ESL), ESL content, and ESL pull-out. It also reports on limited English proficient (LEP) students without services and LEP students with services. For more information about the student passing standards, please visit the STAAR homepage on the TEA website at http://tea.texas.gov/student.assessment/staar.
STAAR Passing Rates by Subject —	The STAAR Passing Rates by Subject graph shows the percentage of students who achieved the Approaches Grade Level standard or higher on STAAR by individual subject, as well as for all subjects combined. For more information about the student passing standards, please visit the STAAR homepage on the TEA website at http://tea.texas.gov/student.assessment/staar.
State of Texas Assessments of Academic Readiness (STAAR) —	A comprehensive testing program for public school students that is based on the state curriculum standards. Beginning in third grade and continuing into high school, students are tested in the core subjects of reading, writing, mathematics, science, and social studies.
Unschooled Asylee or Refugee —	A student who (1) initially enrolls in a school in the United States as a refugee or asylee as identified by the federal government or (2) lacks the necessary foundation in the Texas Essential Knowledge and Skills (TEKS) as a result of inadequate schooling outside of the United States.