Texas Assessment Data Portal
The Texas Assessment Student Portal is designed to provide students and parents with online access to a student's state assessment scores. This portal will assist a student and his or her parents with tracking assessment information throughout the student's academic career.
The portal provides scores from the State of Texas Assessments of Academic Readiness (STAAR), STAAR Alternate (includes STAAR Alternate 2), the Texas English Language Proficiency Assessment System (TELPAS), and the Texas Assessment of Knowledge and Skills (TAKS). TAKS-Alternate scores are not available through the Student Portal.
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Users will access The Texas Assessment Data Portal, Student Portal via the following URL: txparentportal.emetric.net
Access to the portal is provided through a Unique Access Code and the student's birth date, as provided on the student's Confidential Student Report (CSR). The Unique Access Code contains a combination of numbers and capital letters. The Unique Access Code must be entered as it appears on the bottom of the CSR. Refer to the example below.
NOTE: The Unique Access Code is designed to stay with a student throughout his or her academic career. The Unique Access Code should be safeguarded in the same way as the CSR. Copies of the CSR with the Unique Access Code can be obtained from the student's campus, if needed.
Follow the steps below to log in to the Student Portal.
NOTE:The date of birth used for logging in must match the date of birth on the CSR (located in the top right corner, under the student's name). If the date of birth is incorrect on the CSR, contact the student's campus.
A successful lookup will populate the unique access code so you can simply click Go to log in:
If you do not know your child’s PEIMS ID, or if you receive the following message, please contact your child’s school for further information about your child’s login.
After logging in, users will see a list of the student's testing history for all applicable programs, sorted in descending order with the most recent test event at the top.
Users can filter for one or more programs by selecting the filter icon on the top right part of the page. Selecting a checkbox next to a program to see testing events for that program. More than one checkbox can be selected at once to see results for desired programs.
NOTE:The STAAR program incudes STAAR 3-8 and STAAR EOC test events. STAAR Alternate program includes both STAAR Alternate and STAAR Alternate 2 test events.
Slide the Administration bar to adjust the administrative date range for the testing results displayed. In the example below we have adjusted the date range to show only testing results between 2016 and 2017.
Click on a test event row to view detailed score information for that test event. Clicking on the Texas icon from any report will take you back to the test history page.
Click the Help link on the top right to access and or/download this help guide.
Once a user selects a test event from the test history page, they will be directed to the detailed student report for that test event. STAAR 3-8 and STAAR EOC tests are included in the STAAR program.
The top half of the student report displays the assessment taken; the assessment date; the campus where the test was taken; the scale score; whether the student achieved the minimum score (this is displayed only for STAAR EOC and STAAR L EOC assessments prior to spring 2014; this is not displayed for STAAR grades 3-8, STAAR A, or STAAR Modified), the level the student achieved; and the student's progress/growth measure where applicable.
In this example, the student scored 5771 on a scale that has 960 as the lowest score and 6341 as the highest score. The student Masters the grade level measure for performance. The student also scored in the 100th Percentile and demonstrated Accelerated Growth.
There are two types of progress measures that can display for a student-the STAAR progress measure and the ELL progress measure. Both progress measures are measured as Did Not Meet, Met, or Exceeded.
The student's scale score is compared to the Campus (C), District (D) and State (S) averages for the same test. In the example above, the student scored above the district and state averages.
The Reporting Category Results section lists the reporting categories tested in the selected assessment.
For STAAR mathematics, science, and social studies assessments, the number of items answered correctly comported to the total number of items for each reporting category is displayed preceding a blue bar that indicates the percent correct of items for each reporting category.
In the example above, the student answered 8 of 8 items correctly for the Understanding/Analysis Across Genres reporting category. The student answered a total of 67 items correctly out of 68 items across reporting categories.
For STAAR writing, reading, and English assessments, total point earned compared to the total possible points is displayed preceding a blue bar that indicates the percent of points earned for each reporting category.
The cumulative history for student’s taking End of Course (EOC) exams is displayed at the bottom of all reports for that child.
For test taken prior to Spring 2017, indication is displayed whether a student met or did not meet Level II and Level III performance levels. From Spring 2017 forward, the highest proficiency level achieved is displayed.
In the above example, the student met both Level II and Level III performance on her English I exam in Spring 2016, and she achieved a performance level of Masters on her English II exam in Spring 2017. She has not yet taken the U.S. History test, so no information is available yet.
Selecting a test event from the test history page for STAAR Alternate or Alternate 2 will bring users to a detailed student report similar to the sample below.
The top half of the student report displays the assessment, the assessment date, the campus where the assessment was administered or made, the scale score or points achieved, and indicates whether the student achieved Level II: Satisfactory Academic Performance and Level III: Accomplished Academic Performance.
In the STAAR Alternate 2 example, the student scored 358 on a scale that has 100 as the lowest score and 474 as the highest score. The student achieved satisfactory performance and did not achieve accomplished performance.
In the STAAR Alternate example, the student scored 65 on a scale that has 0 as the lowest score and 84 as the highest score. The student achieved satisfactory performance and accomplished performance. The student exceeded the STAAR Alternate progress measure.
The STAAR progress measure is based on a comparison of the student's score last year to this year. This measure gives you information about how much the student improved from one year to the next. Individual student progress is measured as Did Not Meet, Met, or Exceeded. The STAAR Progress Measure is not included for 2015 STAAR Alternate 2 because this is the first year of that assessment.
The Reporting Category Results box is presented differently for STAAR Alternate 2 and STAAR Alternate.
For STAAR Alternate 2, the Reporting Category Results section lists the reporting categories tested in the selected assessment. The total points earned compared to the total possible points is displayed preceding a blue bar that indicates the percent of points earned for each reporting category.
In the STAAR Alternate 2 example above, the student achieved 5 points out of a possible 8 points for the Numerical Representations and Relationships reporting category. The student earned a total of 29 points out of 40 points possible across reporting categories, resulting 72.5% of the total possible points for all reporting categories.
For STAAR Alternate, the Reporting Category section lists the reporting categories tested in the selected assessment. The level of complexity, demonstration of skill, level of support, and generalization of skill are displayed for each reporting category. The total points earned compared to the total possible points is displayed preceding a blue bar that indicates the percent of points earned for each reporting category.
In the STAAR Alternate example above, the student achieved 19.2 points out of a possible 21 points for the Functional Relationships reporting category. The student earned a total of 75 points out of 84 points possible across reporting categories, resulting 89.3% of the total possible points for all reporting categories.
Selecting a test event from the test history page for TELPAS will bring users to a detailed student report similar to the sample below.
The top section of the TELPAS report displays the assessment taken, the assessment date, the grade student was in when tested, and the campus where the assessment was taken.
The comprehension and composite scores range from 1 to 4. To determine these scores, the proficiency level rating for each language domain is converted to a number from 1 (beginning) to 4 (advanced high). The comprehension score takes students' listening and reading performance into account to provide information about how well they understand the English they hear and read. The student's scores displays to the left of blue bars representing the percent of points earned.
The composite score and composite rating describe students' overall level of English language proficiency taking all four language domains into account. See the "Proficiency Ratings" section below for definitions of the possible composite ratings.
The TELPAS Reading Results box provides the student's reading scale score, reading proficiency level rating and reading test scores. The scale score is a statistic used to show a student's overall performance on the reading test. This score is related to the total number of questions the student answered correctly. The scale score can be used to identify how high or low a student performed within a specific proficiency level.
The number of items answered correctly comported to the total number of items for each proficiency level is displayed preceding a blue bar that indicates the percent correct of items for each reporting category. For grades K - 1, reading is a holistically rated component; therefore, this area will be blank. Instead, a reading proficiency rating will be listed in the area.
In the example above, the student's reading scale score was 668 on a scale ranging from 200 to 1400. The student answered 10 of 11 beginning questions correct, 0 of 16 intermediate questions correct, 2 of 18 advanced questions correct, and 5 of 18 advanced high questions correct, for a total of 54 of 63 questions correct. The student's reading scale score was 759 on a scale that goes up to 927. The student's reading proficiency rating was advanced high.
This section of the assessment results lists the proficiency level ratings for reading, listening, speaking, and writing. The reading proficiency rating for grades 2 - 12 is based on the multiple-choice reading test. The other language proficiency ratings are based on performance-based classroom assignments and observations.
The proficiency rating indicates whether students demonstrate performance at the beginning, intermediate, advanced, or advanced high level of English language proficiency. In the example above, the student was rated as advanced high for reading, advanced high for listening, advanced high for speaking, and advanced for writing.
The definitions below describe the TELPAS English language proficiency levels in a way that takes all four language domains into account. These definitions are provided to help students and parents understand the overall abilities associated with TELPAS composite ratings.
Selecting a test event from the test history page for TAKS will bring users to a detailed student report similar to the sample below.
The top half of the student report displays the assessment, the assessment date, the campus where the assessment was administered or made, the scale score, and indicates whether the student met the standard and whether the student achieved a commended performance.
In this example, the student scored 819 on a scale that has 245 as the lowest score and 1002 as the highest score. The student’s score of 819 did achieve Met Standard but did not achieve Commended Performance. The scale score shows the range of performance possible on each test.
The student’s scale score is compared to the Campus (C), District (D) and State (S) averages for the same test. In the example above, the student scored above the district and state averages, and the campus average was not displayed because the total number of students was less than 5.
The Reporting Category Results section lists the reporting categories tested in the selected assessment.
For TAKS, the number of items answered correctly comported to the total number of items for each reporting category is displayed preceding a blue bar that indicates the percent correct of items for each reporting category.
In the example above, the student answered 1 of 12 items correctly for the Basic Understanding reporting category, earning 92% of the total possible points for that reporting category. The student answered a total of 44 items correctly out of 48 items across reporting categories, resulting 92% of the total items for all reporting categories.
Objective level details are not available prior to the 2007–2008 school year.
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If you don't have a Unique Access Code or a copy of your STAAR Student Report Card, please contact your local school.
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