Baker Elementary School Accountability Summary
The Texas Accountability Summary provides annual academic accountability ratings to its public school districts and schools. The ratings are based largely on performance on state standardized tests and graduation rates. The ratings examin student achievment, student progress, efforts to close achievement gaps and postsecondary readiness. Please find below the Summary, the Distinction Designations and the Overview of the Performance Index Framework.
2019 BES Accountability Summary
Texas Academic Performance Reports
Each year, Texas schools receive the Texas Academic Performance Reports (TAPR). These reports provide the statistical and performance data for each district and campus. Below you will find the TAPR for Baker Elementary School and the glossary that helps to explain these reports.
2018-2019 BES Texas Academic Performance Report (TAPR)
2019-2020 BES Texas Academic Performance Report (TAPR)
2020-21 BES Texas Academic Performace Report (TAPR)
2021 - 2022 BES Texas Academic Performance Report (TAPR)
Texas Education Agency School Report Card
The TEA School Report Card combines accountability ratings, data from the TAPR, and fincancial information to give a broad view of campus performance. The SRC is intended to specifically inform parents and guardians about the school’s individual characteristics and its academic performance.
2018-2019 School Report Card: Baker Elementary
2019-2020 School Report Card: Baker Elementary
2020-2021 School Report Card: Baker Elementary
Federal Report Card
The Elementary and Secondary Education Act (ESEA), as amended by the Ev ery Student Succeeds Act (ESSA), requires each State education agency to prepare and publish an annyal report card with state-, district-and campus-level data.
2021 - 2022 Federal School Report Card: Baker Elementary School
Baker Family Resources
Beginning with the 2017 school year, the Texas Education Agency (TEA) changed the way it reports special education enrollment in school systems. TEA no longer includes a target for a school system’s total numbers of students in special education as part of state monitoring.