85R10198 CAE-F
	By: Taylor of Galveston	S.B. No. 2051

	A BILL TO BE ENTITLED
	AN ACT
	relating to evaluating public school performance.
	BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS:
	SECTION 1.  Section 11.252(a), Education Code, is amended to
	read as follows:
	(a)  Each school district shall have a district improvement
	plan that is developed, evaluated, and revised annually, in
	accordance with district policy, by the superintendent with the
	assistance of the district-level committee established under
	Section 11.251. The purpose of the district improvement plan is to
	guide district and campus staff in the improvement of student
	performance for all student groups in order to attain state
	standards in respect to the achievement indicators adopted under
	Section 39.053(c) [Sections 39.053(c)(1)-(4)]. The district
	improvement plan must include provisions for:
	(1)  a comprehensive needs assessment addressing
	district student performance on the achievement indicators, and
	other appropriate measures of performance, that are disaggregated
	by all student groups served by the district, including categories
	of ethnicity, socioeconomic status, sex, and populations served by
	special programs, including students in special education programs
	under Subchapter A, Chapter 29;
	(2)  measurable district performance objectives for
	all appropriate achievement indicators for all student
	populations, including students in special education programs
	under Subchapter A, Chapter 29, and other measures of student
	performance that may be identified through the comprehensive needs
	assessment;
	(3)  strategies for improvement of student performance
	that include:
	(A)  instructional methods for addressing the
	needs of student groups not achieving their full potential;
	(B)  methods for addressing the needs of students
	for special programs, including:
	(i)  suicide prevention programs, in
	accordance with Subchapter O-1, Chapter 161, Health and Safety
	Code, which includes a parental or guardian notification procedure;
	(ii)  conflict resolution programs;
	(iii)  violence prevention programs; and
	(iv)  dyslexia treatment programs;
	(C)  dropout reduction;
	(D)  integration of technology in instructional
	and administrative programs;
	(E)  discipline management;
	(F)  staff development for professional staff of
	the district;
	(G)  career education to assist students in
	developing the knowledge, skills, and competencies necessary for a
	broad range of career opportunities; and
	(H)  accelerated education;
	(4)  strategies for providing to middle school, junior
	high school, and high school students, those students' teachers and
	school counselors, and those students' parents information about:
	(A)  higher education admissions and financial
	aid opportunities;
	(B)  the TEXAS grant program and the Teach for
	Texas grant program established under Chapter 56;
	(C)  the need for students to make informed
	curriculum choices to be prepared for success beyond high school;
	and
	(D)  sources of information on higher education
	admissions and financial aid;
	(5)  resources needed to implement identified
	strategies;
	(6)  staff responsible for ensuring the accomplishment
	of each strategy;
	(7)  timelines for ongoing monitoring of the
	implementation of each improvement strategy;
	(8)  formative evaluation criteria for determining
	periodically whether strategies are resulting in intended
	improvement of student performance; and
	(9)  the policy under Section 38.0041 addressing sexual
	abuse and other maltreatment of children.
	SECTION 2.  Section 11.253(c), Education Code, is amended to
	read as follows:
	(c)  Each school year, the principal of each school campus,
	with the assistance of the campus-level committee, shall develop,
	review, and revise the campus improvement plan for the purpose of
	improving student performance for all student populations,
	including students in special education programs under Subchapter
	A, Chapter 29, with respect to the achievement indicators adopted
	under Section 39.053(c) [Sections 39.053(c)(1)-(4)] and any other
	appropriate performance measures for special needs populations.
	SECTION 3.  Section 12.1013(c), Education Code, is amended
	to read as follows:
	(c)  The report must include the performance of each public
	school in each class described by Subsection (b) as measured by the
	achievement indicators adopted under Section 39.053(c) [Sections
	39.053(c)(1)-(4)] and student attrition rates.
	SECTION 4.  Section 29.062(a), Education Code, is amended to
	read as follows:
	(a)  The legislature recognizes that compliance with this
	subchapter is an imperative public necessity. Therefore, in
	accordance with the policy of the state, the agency shall evaluate
	the effectiveness of programs under this subchapter based on the
	achievement indicators adopted under Section 39.053(c) [Sections
	39.053(c)(1)-(4)], including the results of assessment
	instruments. The agency may combine evaluations under this section
	with federal accountability measures concerning students of
	limited English proficiency.
	SECTION 5.  Section 29.202(a), Education Code, is amended to
	read as follows:
	(a)  A student is eligible to receive a public education
	grant or to attend another public school in the district in which
	the student resides under this subchapter if the student is
	assigned to attend a public school campus[:
	[(1)]  issued an unacceptable performance rating made
	publicly available under Section 39.054 [at which 50 percent or
	more of the students did not perform satisfactorily on an
	assessment instrument administered under Section 39.023(a) or (c)
	in any two of the preceding three years; or
	[(2)     that, at any time in the preceding three years,
	failed to satisfy any standard under Section 39.054(e)].
	SECTION 6.  Subchapter B, Chapter 39, Education Code, is
	amended by adding Section 39.0211 to read as follows:
	Sec. 39.0211.  RULES. The commissioner may adopt rules as
	necessary to administer this chapter.
	SECTION 7.  Section 39.052(b), Education Code, is amended to
	read as follows:
	(b)  In determining the accreditation status of a school
	district, the commissioner:
	(1)  shall evaluate and consider:
	(A)  performance on achievement indicators
	described by Section 39.053 [39.053(c)]; and
	(B)  performance under the financial
	accountability rating system developed under Subchapter D; and
	(2)  may evaluate and consider:
	(A)  the district's compliance with statutory
	requirements and requirements imposed by rule of the commissioner
	or State Board of Education under specific statutory authority that
	relate to:
	(i)  reporting data through the Public
	Education Information Management System (PEIMS) or other reports
	required by state or federal law or court order;
	(ii)  the high school graduation
	requirements under Section 28.025; or
	(iii)  an item listed under Sections
	7.056(e)(3)(C)-(I) that applies to the district;
	(B)  the effectiveness of the district's programs
	for special populations; and
	(C)  the effectiveness of the district's career
	and technology program.
	SECTION 8.  Section 39.053, Education Code, is amended by
	amending Subsections (a), (a-1), (b), (c), (d-1), (f), (g), (g-1),
	(g-2), and (i) and adding Subsection (c-3) to read as follows:
	(a)  The commissioner shall adopt a set of indicators,
	including indicators under Subsection (c), of the quality of
	learning and achievement. The commissioner [biennially] shall
	periodically review the indicators for the consideration of
	appropriate revisions.
	(a-1)  The indicators adopted by the commissioner under
	Subsection (a)[, including the indicators identified under
	Subsection (c),] must measure and evaluate school districts and
	campuses with respect to:
	(1)  improving student preparedness for success in:
	(A)  subsequent grade levels; and
	(B)  entering the workforce, the military, or
	postsecondary education;
	(2)  reducing, with the goal of eliminating, student
	academic achievement differentials among students from different
	racial and ethnic groups and socioeconomic backgrounds; and
	(3)  informing parents and the community regarding
	campus and district performance [in the domains described by
	Subsection (c) and, for the domain described by Subsection (c)(5),
	in accordance with local priorities and preferences].
	(b)  Performance on the achievement indicators adopted under
	Subsections (c)(1), (2), and (3)(B) and (C) [(c)(1)-(4)] shall be
	compared to state-established standards. To the extent feasible,
	the [The] indicators should allow for disaggregation [must be based
	on information that is disaggregated] by race, ethnicity, and
	socioeconomic status.
	(c)  School districts and campuses must be evaluated based on
	at least three [five] domains of indicators of achievement adopted
	under this section that include:
	(1)  in the student achievement [first] domain,
	indicators of student achievement that may include [the results
	of]:
	(A)  for evaluating the performance of districts
	and campuses generally:
	(i)  an indicator that accounts for the
	results of assessment instruments required under Sections
	39.023(a), (c), and (l), as applicable for the district and campus,
	including the results of assessment instruments required for
	graduation retaken by a student, aggregated across grade levels by
	subject area, including:
	(a) [(i)]  for the performance
	standard determined by the commissioner under Section 39.0241(a),
	the percentage of students who performed satisfactorily on the
	assessment instruments, aggregated across grade levels by subject
	area; and
	(b) [(ii)]  for the college readiness
	performance standard as determined under Section 39.0241, the
	percentage of students who performed satisfactorily on the
	assessment instruments, aggregated across grade levels by subject
	area; and
	(ii)  an indicator that accounts for the
	results of [(B)] assessment instruments required under Section
	39.023(b), as applicable for the district and campus, [aggregated
	across grade levels by subject area,] including the percentage of
	students who performed satisfactorily on the assessment
	instruments, as determined by the performance standard adopted by
	the agency, aggregated across grade levels by subject area; and
	(B)  for evaluating the performance of high school
	campuses and districts that include high school campuses,
	indicators that account for:
	(i)  students who satisfy the Texas Success
	Initiative (TSI) college readiness benchmarks prescribed by the
	Texas Higher Education Coordinating Board under Section 51.3062(f)
	on an assessment instrument in reading or mathematics designated by
	the Texas Higher Education Coordinating Board under Section
	51.3062(c);
	(ii)  students who satisfy relevant
	performance standards on advanced placement tests or similar
	assessments;
	(iii)  students who earn dual course credits
	in the dual credit courses;
	(iv)  students who enlist in the armed
	forces of the United States;
	(v)  students who earn industry
	certifications;
	(vi)  students admitted into postsecondary
	industry certification programs that require as a prerequisite for
	entrance successful performance at the secondary level;
	(vii)  students whose successful completion
	of a course or courses under Section 28.014 indicates the student's
	preparation to enroll and succeed, without remediation, in an
	entry-level general education course for a baccalaureate degree or
	associate degree; and
	(viii)  students who successfully met
	standards on a composite of indicators that through research
	indicates the student's preparation to enroll and succeed, without
	remediation, in an entry-level general education course for a
	baccalaureate degree or associate degree; and
	(ix)  high school graduation rates, computed
	in accordance with standards and definitions adopted in compliance
	with the Every Student Succeeds Act (20 U.S.C. Section 6301 et seq.)
	subject to the exclusions provided by Subsections (g), (g-1),
	(g-2), and (g-3);
	(2)  in the school performance [second] domain,
	indicators of student performance, which may include:
	(A)  for assessment instruments, including
	assessment instruments under Subdivisions (1)(A)(i) and (ii)
	[Subdivision (1)(A):
	[(i)     for the performance standard
	determined by the commissioner under Section 39.0241(a)], the
	percentage of students who met the standard for [annual]
	improvement [on the assessment instruments,] as determined by the
	commissioner [by rule or by the method for measuring annual
	improvement under Section 39.034, aggregated across grade levels by
	subject area; and
	[(ii)     for the college readiness performance
	standard as determined under Section 39.0241, the percentage of
	students who met the standard for annual improvement on the
	assessment instruments, as determined by the commissioner by rule
	or by the method for measuring annual improvement under Section
	39.034, aggregated across grade levels by subject area]; and
	(B)  for overall student performance, the
	performance of districts or campuses compared to similar districts
	or campuses [for assessment instruments under Subdivision (1)(B),
	the percentage of students who met the standard for annual
	improvement on the assessment instruments, as determined by the
	commissioner by rule or by the method for measuring annual
	improvement under Section 39.034, aggregated across grade levels by
	subject area;
	[(3)     in the third domain, the student academic
	achievement differentials among students from different racial and
	ethnic groups and socioeconomic backgrounds;
	[(4)  in the fourth domain:
	[(A)     for evaluating the performance of high
	school campuses and districts that include high school campuses:
	[(i)     dropout rates, including dropout rates
	and district completion rates for grade levels 9 through 12,
	computed in accordance with standards and definitions adopted by
	the National Center for Education Statistics of the United States
	Department of Education;
	[(ii)     high school graduation rates,
	computed in accordance with standards and definitions adopted in
	compliance with the No Child Left Behind Act of 2001 (20 U.S.C.
	Section 6301 et seq.);
	[(iii)     the percentage of students who
	successfully completed the curriculum requirements for the
	distinguished level of achievement under the foundation high school
	program;
	[(iv)     the percentage of students who
	successfully completed the curriculum requirements for an
	endorsement under Section 28.025(c-1);
	[(v)     the percentage of students who
	completed a coherent sequence of career and technical courses;
	[(vi)     the percentage of students who
	satisfy the Texas Success Initiative (TSI) college readiness
	benchmarks prescribed by the Texas Higher Education Coordinating
	Board under Section 51.3062(f) on an assessment instrument in
	reading, writing, or mathematics designated by the Texas Higher
	Education Coordinating Board under Section 51.3062(c);
	[(vii)     the percentage of students who earn
	at least 12 hours of postsecondary credit required for the
	foundation high school program under Section 28.025 or to earn an
	endorsement under Section 28.025(c-1);
	[(viii)     the percentage of students who have
	completed an advanced placement course;
	[(ix)     the percentage of students who enlist
	in the armed forces of the United States; and
	[(x)     the percentage of students who earn an
	industry certification;
	[(B)     for evaluating the performance of middle and
	junior high school and elementary school campuses and districts
	that include those campuses:
	[(i)  student attendance; and
	[(ii)     for middle and junior high school
	campuses:
	[(a)     dropout rates, computed in the
	manner described by Paragraph (A)(i); and
	[(b)     the percentage of students in
	grades seven and eight who receive instruction in preparing for
	high school, college, and a career that includes information
	regarding the creation of a high school personal graduation plan
	under Section 28.02121, the distinguished level of achievement
	described by Section 28.025(b-15), each endorsement described by
	Section 28.025(c-1), college readiness standards, and potential
	career choices and the education needed to enter those careers; and
	[(C)     any additional indicators of student
	achievement not associated with performance on standardized
	assessment instruments determined appropriate for consideration by
	the commissioner in consultation with educators, parents, business
	and industry representatives, and employers]; and
	(3) [(5)]  in the school climate [fifth] domain,
	indicators of school climate, which may include:
	(A)  three programs or specific categories of
	performance related to community and student engagement locally
	selected and evaluated as provided by Section 39.0546;
	(B)  the percentage of students who successfully
	complete varied, rigorous, and relevant curricular options that
	lead to postsecondary success, including successfully completing
	advanced placement courses or other similar courses; and
	(C)  the percentage of students who successfully
	complete a coherent sequence of career and technical courses that
	lead to industry certifications or college credit.
	(c-3)  For purposes of Subsection (c), the commissioner, to
	the extent feasible, shall determine a method by which the
	performance of students who have been continuously enrolled in a
	school district or at a district campus, as applicable, as
	determined by continuous enrollment criteria established by the
	commissioner, shall be given greater weight in determining the
	overall and domain performance rating of the district or campus
	under Section 39.054 than the performance of students who do not
	meet the continuous enrollment criteria established by the
	commissioner.
	(d-1)  In aggregating results of assessment instruments
	across grade levels by subject in accordance with Subsections
	[Subsection] (c)(1)(A)(i) and (ii), the performance of a student
	enrolled below the high school level on an assessment instrument
	required under Section 39.023(c) is included with results relating
	to other students enrolled at the same grade level.
	(f)  Annually, the commissioner shall define the state
	standard for the current school year for each achievement indicator
	adopted under this section. In consultation with educators,
	parents, and business and industry representatives, as necessary,
	the commissioner shall establish and modify standards to
	continuously improve student performance to achieve the goals of
	eliminating achievement gaps based on race, ethnicity, and
	socioeconomic status and to ensure Texas is a national leader in
	preparing students for postsecondary success [described by
	Subsections (c)(1)-(4) and shall project the state standards for
	each indicator for the following two school years. The
	commissioner shall periodically raise the state standards for the
	college readiness achievement indicator described by Subsection
	(c)(1)(A)(ii) for accreditation as necessary to reach the goals of
	achieving, by not later than the 2019-2020 school year:
	[(1)     student performance in this state, disaggregated
	by race, ethnicity, and socioeconomic status, that ranks nationally
	in the top 10 states in terms of college readiness; and
	[(2)     student performance with no significant
	achievement gaps by race, ethnicity, and socioeconomic status].
	(g)  In computing [defining the required state standard for
	the] dropout and completion rates such as high school graduation
	rates under Subsection (c)(1)(B)(ix) [rate indicator described by
	Subsections (c)(4)(A)(i) and (B)(ii)(a)], the commissioner may not
	consider as a dropout a student whose failure to attend school
	results from:
	(1)  the student's expulsion under Section 37.007; and
	(2)  as applicable:
	(A)  adjudication as having engaged in delinquent
	conduct or conduct indicating a need for supervision, as defined by
	Section 51.03, Family Code; or
	(B)  conviction of and sentencing for an offense
	under the Penal Code.
	(g-1)  In computing dropout and completion rates such as high
	school graduation rates under Subsection (c)(1)(B)(ix)
	[Subsections (c)(4)(A)(i) and (B)(ii)(a)], the commissioner shall
	exclude:
	(1)  students who are ordered by a court to attend a
	high school equivalency certificate program but who have not yet
	earned a high school equivalency certificate;
	(2)  students who were previously reported to the state
	as dropouts, including a student who is reported as a dropout,
	reenrolls, and drops out again, regardless of the number of times of
	reenrollment and dropping out;
	(3)  students in attendance who are not in membership
	for purposes of average daily attendance;
	(4)  students whose initial enrollment in a school in
	the United States in grades 7 through 12 was as unschooled refugees
	or asylees as defined by Section 39.027(a-1);
	(5)  students who are in the district exclusively as a
	function of having been detained at a county detention facility but
	are otherwise not students of the district in which the facility is
	located; and
	(6)  students who are incarcerated in state jails and
	federal penitentiaries as adults and as persons certified to stand
	trial as adults.
	(g-2)  In computing completion rates such as high school
	graduation rates under Subsection (c)(1)(B)(ix) [(c)(2)], the
	commissioner shall exclude students who:
	(1)  are at least 18 years of age as of September 1 of
	the school year as reported for the fall semester Public Education
	Information Management System (PEIMS) submission and have
	satisfied the credit requirements for high school graduation;
	(2)  have not completed their individualized education
	program under 19 T.A.C. Section 89.1070(b)(2) and the Individuals
	with Disabilities Education Act (20 U.S.C. Section 1400 et seq.);
	and
	(3)  are enrolled and receiving individualized
	education program services.
	(i)  Each school district shall submit the data required for
	the indicators adopted under this section to the [The] commissioner
	[by rule shall adopt accountability measures to be used in
	assessing the progress of students who have failed to perform
	satisfactorily as determined by the commissioner under Section
	39.0241(a) or under the college readiness standard as determined
	under Section 39.0241 in the preceding school year on an assessment
	instrument required under Section 39.023(a), (c), or (l)].
	SECTION 9.  Sections 39.054(a), (a-1), (a-2), (a-3), (c),
	and (e), Education Code, as effective on September 1, 2017, are
	amended to read as follows:
	(a)  The commissioner shall adopt rules to evaluate school
	district and campus performance and assign each district and campus
	an overall performance rating of A, B, C, D, or F. In addition to the
	overall performance rating, the commissioner shall assign each
	district and campus a separate domain performance rating of A, B, C,
	D, or F for each domain under Section 39.053(c) [Sections
	39.053(c)(1)-(4)].  An overall or domain performance rating of A
	reflects exemplary performance.  An overall or domain performance
	rating of B reflects recognized performance.  An overall or domain
	performance rating of C reflects acceptable performance.  An
	overall or domain performance rating of D or F reflects
	unacceptable performance.  A district may not receive an overall or
	domain performance rating of A if the district includes any campus
	with a corresponding overall or domain performance rating of D or F.
	A reference in law to an acceptable rating or acceptable
	performance includes an overall or domain performance rating of A,
	B, or C or exemplary, recognized, or acceptable performance.
	(a-1)  For purposes of assigning a domain [an overall]
	performance rating under Subsection (a) for the school climate
	domain, the commissioner shall attribute 50[:
	[(1)  55] percent of the domain performance rating
	[evaluation] to the achievement indicator [indicators for the
	first, second, and third domains] under Section 39.053(c)(3)(A)
	[Sections 39.053(c)(1)-(3);
	[(2)     for middle and junior high school and elementary
	campuses and districts that include only those campuses, 35 percent
	of the performance evaluation to the applicable achievement
	indicators for the fourth domain under Section 39.053(c)(4);
	[(3)     for high school campuses and districts that
	include those campuses:
	[(A)     10 percent of the performance evaluation to
	the high school graduation rate achievement indicator described by
	Section 39.053(c)(4)(A)(ii); and
	[(B)     25 percent to the remaining applicable
	achievement indicators for the fourth domain under Section
	39.053(c)(4); and
	[(4)     10 percent of the performance evaluation to the
	locally selected and evaluated achievement indicators provided for
	under the fifth domain under Section 39.053(c)(5)].
	(a-2)  The commissioner by rule may [shall] adopt procedures
	to ensure that a repeated performance rating of D or F or
	unacceptable in one domain, particularly performance that is not
	significantly improving, is reflected in the overall performance
	rating of a district or campus and is not compensated for by a
	performance rating of A, B, or C in another domain.
	(a-3)  Not later than August 15 of each year, the performance
	ratings of each district and campus shall be made publicly
	available as provided by rules adopted under this section. [If a
	district or campus received an overall or domain performance rating
	of D or F for the preceding school year, the commissioner shall
	notify the district of a subsequent such designation on or before
	June 15.]
	(c)  In evaluating school district and campus performance
	[on the achievement indicators for student performance on
	assessment instruments adopted under Sections 39.053(c)(1) and (2)
	and the dropout rate indicator adopted] under Subsection (a)
	[Sections 39.053(c)(4)(A)(i) and (B)(ii)(a)], the commissioner
	shall determine a method by which the overall performance rating of
	a school district or campus is adjusted to more accurately reflect
	the overall performance of the district or campus if the
	performance of the district or campus on the performance indicators
	for a domain disaggregated by race, ethnicity, socioeconomic
	status, or other factors does not meet the standards established
	[define acceptable performance as meeting the state standard
	determined] by the commissioner [under Section 39.053(f) for the
	current school year based on:
	[(1)     student performance in the current school year;
	or
	[(2)     student performance as averaged over the current
	school year and the preceding two school years].
	(e)  Each annual performance review under this section shall
	include an analysis of the achievement indicators adopted under
	Section 39.053, including Subsection (c) of that section, [Sections
	39.053(c)(1)-(4)] to determine school district and campus
	performance in relation to standards established for each
	indicator.
	SECTION 10.  Section 39.054(f), Education Code, as effective
	September 1, 2017, is transferred to Section 39.053, Education
	Code, redesignated as Section 39.053(g-3), Education Code, and
	amended to read as follows:
	(g-3) [(f)]  In the computation of dropout and completion
	rates such as high school graduation rates under Subsection
	(c)(1)(B)(ix) [Sections 39.053(c)(4)(A)(i) and (B)(ii)(a)], a
	student who is released from a juvenile pre-adjudication secure
	detention facility or juvenile post-adjudication secure
	correctional facility and fails to enroll in school or a student who
	leaves a residential treatment center after receiving treatment for
	fewer than 85 days and fails to enroll in school may not be
	considered to have dropped out from the school district or campus
	serving the facility or center unless that district or campus is the
	one to which the student is regularly assigned. The agency may not
	limit an appeal relating to dropout computations under this
	subsection.
	SECTION 11.  Subchapter C, Chapter 39, Education Code, is
	amended by adding Section 39.0541 to read as follows:
	Sec. 39.0541.  ADOPTION OF INDICATORS AND STANDARDS. The
	commissioner may adopt indicators and standards under this
	subchapter at any time during a school year before the evaluation of
	a school district or campus.
	SECTION 12.  Section 39.0546(a), Education Code, is amended
	to read as follows:
	(a)  For purposes of including the local evaluation of
	districts and campuses under Section 39.053(c)(3)(A)
	[39.053(c)(5)] and assigning an overall rating under Section
	39.054, before the beginning of each school year:
	(1)  each school district shall:
	(A)  select and report to the agency three
	programs or categories under Section 39.0545(b)(1)[, as added by
	Chapter 211 (H.B. 5), Acts of the 83rd Legislature, Regular
	Session, 2013,] under which the district will evaluate district
	performance;
	(B)  submit to the agency the criteria the
	district will use to evaluate district performance and assign the
	district a performance rating; and
	(C)  make the information described by Paragraphs
	(A) and (B) available on the district's Internet website; and
	(2)  each campus shall:
	(A)  select and report to the agency three
	programs or categories under Section 39.0545(b)(1)[, as added by
	Chapter 211 (H.B. 5), Acts of the 83rd Legislature, Regular
	Session, 2013,] under which the campus will evaluate campus
	performance;
	(B)  submit to the agency the criteria the campus
	will use to evaluate campus performance and assign the campus a
	performance rating; and
	(C)  make the information described by Paragraphs
	(A) and (B) available on the Internet website of the campus.
	SECTION 13.  Sections 39.0548(b), (c), and (d), Education
	Code, are amended to read as follows:
	(b)  Notwithstanding Section 39.053(c)(1)(B)(ix)
	[39.053(c)(4)(A)(i)], the commissioner shall use the alternative
	completion rate under this subsection to determine the graduation
	[dropout] rate indicator under Section 39.053(c)(1)(B)(ix)
	[39.053(c)(4)(A)(i)] for a dropout recovery school. The
	alternative completion rate shall be the ratio of the total number
	of students who graduate, continue attending school into the next
	academic year, or receive a high school equivalency certificate to
	the total number of students in the longitudinal cohort of
	students.
	(c)  Notwithstanding Section 39.053(c)(1)(B)(ix)
	[39.053(c)(4)(A)(i)], in determining the performance rating under
	Section 39.054 of a dropout recovery school, the commissioner shall
	include any student described by Section 39.053(g-1) who graduates
	or receives a high school equivalency certificate.
	(d)  Notwithstanding Section 39.053(c), for purposes of
	evaluating a dropout recovery school under the accountability
	procedures adopted by the commissioner to determine the performance
	rating of the school under Section 39.054,[:
	[(1)]  only the best result from the primary
	administration or any retake of an assessment instrument
	administered to a student in the school year evaluated may be
	considered[; and
	[(2)     only a student enrolled continuously for at least
	90 days during the school year evaluated may be considered].
	SECTION 14.  Section 39.055, Education Code, is amended to
	read as follows:
	Sec. 39.055.  STUDENT ORDERED BY A JUVENILE COURT OR STUDENT
	IN RESIDENTIAL FACILITY NOT CONSIDERED FOR ACCOUNTABILITY
	PURPOSES.  Notwithstanding any other provision of this code except
	to the extent otherwise provided under Section 39.053(g-3)
	[39.054(f)], for purposes of determining the performance of a
	school district, campus, or open-enrollment charter school under
	this chapter, a student ordered by a juvenile court into a
	residential program or facility operated by or under contract with
	the Texas Juvenile Justice Department, a juvenile board, or any
	other governmental entity or any student who is receiving treatment
	in a residential facility is not considered to be a student of the
	school district in which the program or facility is physically
	located or of an open-enrollment charter school, as
	applicable.  The performance of such a student on an assessment
	instrument or other achievement indicator adopted under Section
	39.053 or reporting indicator adopted under Section 39.301 shall be
	determined, reported, and considered separately from the
	performance of students attending a school of the district in which
	the program or facility is physically located or an open-enrollment
	charter school, as applicable.
	SECTION 15.  Section 39.301(b), Education Code, is amended
	to read as follows:
	(b)  Performance on the indicators adopted under this
	section shall be evaluated in the same manner provided for
	evaluation of the achievement indicators under Sections
	39.053(c)(1), (2), and (3)(B) and (C) [39.053(c)(1)-(4)].
	SECTION 16.  This Act applies beginning with the 2017-2018
	school year.
	SECTION 17.  Except as otherwise provided by this Act, this
	Act takes effect immediately if it receives a vote of two-thirds of
	all the members elected to each house, as provided by Section 39,
	Article III, Texas Constitution.  If this Act does not receive the
	vote necessary for immediate effect, this Act takes effect
	September 1, 2017.