The California-to-Texas School Comparison Guide & Matrix

Within the California Assessment of Student Performance and Progress (CAASPP), California administers the Smarter Balanced summative assessments in English language arts/literacy (ELA) and mathematics in grades 3-8 and grade 11. The California Science Test (CAST), which is a separate CAASPP assessment, is administered in grades 5 and 8 and once in high school.

For the 2024-25 results, California's reporting labels were Level 1 — Standard Not Met, Level 2 — Standard Nearly Met, Level 3 — Standard Met and Level 4 — Standard Exceeded. Beginning with 2025-26 reporting, California changed those labels to Level 1 — Minimal, Level 2 — Developing, Level 3 — Proficient and Level 4 — Advanced; the underlying cut scores did not change. California's statewide 2024-25 ELA results were 29.4% at Level 1, 21.8% at Level 2, 26.5% at Level 3 and 22.3% at Level 4. In mathematics, 37.3% of students scored at Levels 3 or 4, up from 35.5% in 2023-24. CDE's explanatory material describes Levels 2-4 as demonstrating grade-level knowledge and skills with increasing accuracy and complexity, while Level 1 represents minimal grade-level knowledge and skills. [1][2][36]

STAAR includes Reading Language Arts (RLA) and mathematics in grades 3-8, science in grades 5 and 8, and social studies in grade 8. At the high-school level, STAAR end-of-course assessments are administered for English I, English II, Algebra I, Biology and U.S. History. [32]

STAAR uses four performance levels: Did Not Meet Grade Level, Approaches Grade Level, Meets Grade Level, and Masters Grade Level. [31]

For individual Smarter Balanced results, CDE says scores generally become available to the local educational agency within three to four weeks after a student tests; the LEA then has 20 days to distribute the student score report to parents/guardians. California's statewide public results are released later. These are different timelines.

Texas release dates vary by assessment and year. In 2026, spring EOC results became available June 10 and most grades 3-8 results June 16; Grade 5 and 8 science results followed on July 31, 2026, after TEA completed standard setting for assessments aligned to the updated science TEKS. Families should use the Texas Assessment Family Portal or current TEA calendar for the applicable year. If you are moving mid-year and your child does not take STAAR, the new campus will use prior records and possibly additional assessments to place them. But STAAR results are not required for enrollment. [33][34]

California uses the California School Dashboard, a multiple-measures accountability system. Current state indicators include academic indicators for English language arts and mathematics, the Science Indicator, English Learner Progress, Chronic Absenteeism, Suspension Rate, Graduation Rate and the College/Career Indicator, along with local measures. For applicable state indicators, the Dashboard's color-coded performance levels incorporate both current-year Status and Change from the prior year. There is not a separate statewide Dashboard indicator called "academic growth." A school or district can therefore show different performance levels across different indicators and student groups. [3]

Texas's A-F accountability framework predates House Bill 22. House Bill 22 (2017) revised the accountability system into the three domains used today: Student Achievement, School Progress and Closing the Gaps.

• Domain 1: Student Achievement — what students know and can do (STAAR scores, graduation rates, college/career/military readiness)
• Domain 2: School Progress — how far students have grown academically, plus performance compared to similar schools
• Domain 3: Closing the Gaps — how different student groups are performing

TEA assigns an overall A-F accountability rating to rated public-school districts and campuses; some districts or campuses receive a Not Rated designation under TEA rules. For rated districts and campuses, the overall score generally weights 70% of the better result from Student Achievement or School Progress and 30% from Closing the Gaps, subject to TEA rules governing applicable domains, rating caps and other special circumstances. The scale is A (90-100), B (80-89), C (70-79), D (60-69), F (59 or below). [4]

California:

• Reports multiple academic and school-condition indicators.
• Performance colors are attached to individual indicators and student groups.
• Colors incorporate both current Status and Change over time.
• The Dashboard does not function as a single A-F school grade.

Texas:

• Assigns an overall A-F district/campus accountability rating.
• Uses Student Achievement, School Progress and Closing the Gaps.
• For 2026, the better of Student Achievement or School Progress is weighted 70%, with Closing the Gaps weighted 30%, subject to additional accountability rules.

Bottom line: A California Dashboard color should not be converted into a Texas letter grade. Families should compare the underlying measures — achievement, growth, graduation, college/career readiness and student-group outcomes — rather than trying to translate one state's headline label into the other.

For a deeper look at enrollment traps across multiple Hill Country districts including Comfort ISD, see the dedicated guide on school enrollment calendars and traps.

California and Texas have overlapping but different school immunization requirements. Texas requires some vaccines for school attendance that California does not require statewide at the same grade level, while the two states also differ substantially in their exemption rules.

Families with four-year-olds can encounter a major structural difference. Beginning in 2025-26, California LEAs that operate kindergarten must make Transitional Kindergarten available to children who turn four by September 1.

Texas public prekindergarten is not a direct equivalent to California's universal TK model. Texas provides free public pre-K to children who meet the applicable age requirement plus at least one state eligibility criterion; availability for three-year-olds also depends on the local program.

A California family currently using TK should therefore contact the Texas district early rather than assuming the child will automatically have an equivalent public pre-K seat after moving. [17][18]

CIF is organized into 10 geographic Sections. Competition normally begins within a Section, while state or regional championship opportunities also exist in many sports. The championship pathway and divisional structure vary by sport. CIF classification and playoff divisions are determined under Section- and sport-specific rules. Enrollment may be relevant, but families should not assume California divisions are determined solely by school size. Transfer eligibility depends on the student's circumstances, prior participation, residence change and applicable CIF Section rules. Families with a student-athlete should have the California athletic director and the receiving Texas athletic department review the individual situation rather than relying on a generic one-semester rule. CIF scholastic eligibility generally requires an unweighted 2.0 GPA, current enrollment in at least the equivalent of 20 semester credits of work, and passing at least the equivalent of 20 semester credits at the completion of the most recent grading period, subject to applicable CIF Section, school and exception/probation rules. [14][27] Sports seasons follow a similar calendar to Texas but with some differences in start dates. [14]

UIL classifies schools primarily by enrollment into conferences such as 1A-6A; geography is then used in district/realignment assignments. The largest classification (6A) includes schools with enrollment of 2,215 or more students (cutoff figures are reset every two years by UIL, most recently for the 2026-27/2027-28 cycle). UIL transfer rules differ materially from CIF rules and are highly fact-specific, so families should verify varsity eligibility before relying on a general transfer timeline. If a District Executive Committee determines that a student changed schools for athletic purposes, the student is ineligible for varsity competition for at least one calendar year. A bona fide family move can have a different result, but the student must satisfy all applicable residence, enrollment and athletic-eligibility requirements. Texas uses "No Pass, No Play" academic-eligibility rules. A grade below 70 in a non-exempt course at the applicable grading-period evaluation can result in temporary extracurricular ineligibility, subject to statutory/UIL exceptions and subsequent grade checks. Local policies can also matter. UIL conducts state championships in football, basketball, baseball, softball, track and field and numerous other sports. The football state championships are held at AT&T Stadium in Arlington; venues differ for other sports. [11][25]

Both states have strong high-school athletic traditions, but UIL competition can be especially visible in many Texas communities. The scale of facilities, attendance and community involvement varies considerably by district and campus.

Key cultural differences:

• Friday Night Lights is real. For example, Allen High School near Dallas has a stadium seating over 18,000, though this is not representative of every Hill Country district. The scale of facilities, attendance and community involvement varies considerably by district and campus.
• Marching band can be a highly visible extracurricular in Texas. UIL administers music competition, but program size, participation, performance history and available ensembles vary by campus. Families for whom music is important should review the receiving campus's actual course offerings, rehearsal commitments, audition procedures and competition schedule.
• UIL academics and fine arts are competitive. UIL sponsors extensive high-school academic, music and theatre competition, including debate, journalism, mathematics, science, one-act play and theatrical design. Texas high-school visual artists also have a statewide competition pathway through the Texas Art Education Association's Visual Arts Scholastic Event (VASE), which is not the same as a UIL high-school visual-art contest.
• Transfer rules are different and highly fact-specific. UIL transfer eligibility is not determined by a simple one-year rule. If a District Executive Committee determines that a student changed schools for athletic purposes, the student is ineligible for varsity competition for at least one calendar year. A bona fide family move can have a different result, but the student must satisfy all applicable residence, enrollment and athletic-eligibility requirements. [11][12]
• UIL realigns classifications every two years. For 2026-28, Comal ISD's Pieper High School moves to 6A (2,215+ students), while Boerne ISD's Boerne High (1,540) and Champion High (2,025) remain 5A. These classifications are based on enrollment figures submitted to UIL in October 2025 for the 2026-27 and 2027-28 biennium. They are snapshot figures, not continuously updated current-enrollment counts. UIL rules, including applicable opt-up and realignment procedures, can also affect classification and district assignment. [12]

For 2026-27, UIL requires a New Student Eligibility Questionnaire for new students in grades 9-12 before high-school athletic competition. Students with prior athletic practice/participation in grades 8-12 may also require a Previous Athletic Participation Form (PAPF), particularly for varsity eligibility. The previous school can be outside Texas. UIL moved the 2026-27 PAPF process into its new Rank One portal. The PAPF process is parent-initiated after the receiving school has uploaded the student. Former-school information and District Executive Committee approval are part of the eligibility process. Practical tip: Before leaving California, save the former school's athletic-director contact information and participation history. After enrolling in Texas, contact the receiving school's athletic department immediately and follow its UIL/Rank One process. Do not rely on an old printable PAPF as the current procedure.

Varsity eligibility at a new high school is fact-specific. A student whose parents establish a bona fide residence within the receiving school's attendance zone may be eligible immediately after the required eligibility questionnaire and, when applicable, PAPF process are satisfactorily completed and all other UIL requirements are met. A student who does not satisfy the parent-residence rule may be ineligible for varsity athletics during the first year at the school unless a UIL exception or hardship waiver applies. Separately, if the District Executive Committee determines that the student changed schools for athletic purposes, the student is ineligible for varsity competition for at least one calendar year. [11][26] A high-school student who has not been in regular attendance at the receiving school since the sixth class day of the present school year generally must be enrolled and in regular attendance for at least 15 calendar days before a UIL contest or competition, subject to applicable UIL rules and exceptions. [11] The receiving school and District Executive Committee should make the actual eligibility determination.

California course names and credits should not be assumed to map one-for-one to Texas graduation requirements. Texas students follow the applicable state graduation program, and the receiving district evaluates an out-of-state student's transcripts/coursework for placement and credit.

For a high-school move, ask the receiving counselor for a written credit/graduation audit showing:

• credits accepted and still needed
• Texas-specific graduation-course requirements
• endorsement/advanced-course implications
• which EOC requirements apply to the student's graduating class
• whether any course must be repeated, substituted or validated

This is especially important during the transition created by House Bill 8 because English II EOC is eliminated beginning in 2027-28 while TEA has separate guidance for the 2026 and 2027 graduating classes. [19]

Sources: tea.texas.gov/student-readiness-and-high-school/high-school-graduation-requirements, tea.texas.gov/taa-letters/overview-house-bill-8

Navigating the special education transition across state lines can feel like learning a completely new language. While both California and Texas operate under the federal Individuals with Disabilities Education Act (IDEA), their terminology, governance structures, and meeting timelines differ significantly.

California (IEP Team Meeting): Led by the Individualized Education Program (IEP) team to review assessments, goals, and services.

Texas (ARD Committee Meeting): Known as the Admission, Review, and Dismissal (ARD) Committee. Required ARD committee membership generally includes the parent or parents; at least one regular-education teacher if the student is, or may be, participating in the regular-education environment; at least one special-education teacher or special-education provider; a representative of the school district/LEA; and an individual who can interpret the instructional implications of evaluation results. Other required or appropriate participants may apply depending on the student's circumstances. Texas procedures seek mutual agreement, but agreement is not guaranteed. If mutual agreement is not reached, the ARD meeting may recess for up to 10 school days unless the parties agree otherwise. If disagreement remains after reconvening, the LEA may implement the IEP it determines appropriate, while the parent retains procedural rights and must be offered an opportunity to document disagreement.

1. Verification. For Texas transfer purposes, verification means the receiving LEA obtains the student's IEP that was in effect in the previous district.

2. Comparable services. In consultation with the parent, the new Texas LEA must provide FAPE, including services comparable to those described in the previous IEP while the transfer process is underway.

3. If a new evaluation is NOT necessary. The Texas LEA has 20 school days from verification to develop, adopt and implement a new IEP.

4. If the Texas LEA determines a full individual and initial evaluation (FIIE) IS necessary. The initial-evaluation and initial-ARD timelines apply instead; the process is not governed by the simple 20-school-day deadline above.

5. Summer registration. If a student enrolls over the summer and the receiving Texas LEA obtains verification of the special-education and related services in the previous IEP, the new LEA must either implement that previous IEP in full on the first day of the new school year or convene an ARD committee meeting during the summer to revise the IEP for implementation on the first day. If the prior services cannot be verified before school begins, the applicable transfer timelines depend on whether the student previously attended a Texas district or an out-of-state district. [15][37]

Because timelines depend on whether an evaluation is necessary, parents should provide the current IEP and evaluation records as early as possible and contact the receiving district's special-education department before or immediately after enrollment.

Documentation practices. Clear, current IEP documentation is extremely helpful during a move because the receiving district uses the prior IEP and other records to understand the student's existing services. Federal transfer rules call for comparable services during the transition, not necessarily an identical word-for-word recreation of the California program.

Review IEP content before moving. Before moving, review the current IEP for accurate present levels, measurable goals, service frequency/duration, accommodations, assistive technology and related services. Clear records make the transfer process easier in any state.

Evaluation cycles. A recent California reevaluation can provide useful information to the receiving Texas LEA, but families should not assume that completing a reevaluation immediately before moving will always be the best choice or will eliminate the possibility of additional evaluation in Texas. If a reevaluation is due near the move date, discuss the timing with the current IEP team and the receiving district. Bring the most recent evaluation and eligibility records so the Texas LEA can determine whether further evaluation is necessary.

Psychoeducational and evaluation records. Bring copies of the most recent eligibility/evaluation reports, including psychoeducational, speech-language, occupational/physical therapy or other relevant evaluations. These records can help the receiving district decide whether additional evaluation is necessary. Also bring related-service progress reports or service records, if available.

A 504 plan does not use the IDEA/ARD transfer procedure described above. Federal OCR guidance says that when a student with a disability transfers with an existing Section 504 plan, the receiving district should review the plan and supporting documentation. If the receiving district's knowledgeable group determines the plan is appropriate, it must implement it; otherwise the district must evaluate the student consistent with Section 504 requirements. [16]

Source: ed.gov

Keep accessible copies of important school records during an interstate move. Texas public schools use the Texas Records Exchange (TREx) to request and receive records for students who have attended or will attend Texas public schools; interstate record-transfer procedures differ. The receiving Texas district may still request official records directly from the student's previous California school. Parent-carried copies can help counselors review information promptly, but they do not replace official records when the receiving district requires them. [35]

Recommended records to keep accessible during the move:

For 2026-27, the receiving school processes required UIL eligibility documentation through the UIL Rank One system. The New Student Eligibility Questionnaire applies to new students in grades 9-12 before any high-school athletic contest, and a PAPF may also be required based on prior participation. In Rank One, the PAPF process is parent-initiated after the receiving school uploads the student. Families should follow the receiving athletic department's instructions rather than attempting to create or manage the school's portal process independently. [11][13]

• Athletic Participation History: Log of sports played in grades 8-12.
• Former Coach/AD Contact Info: Required for the online PAPF form.
• Physical and medical-history forms: Ask the receiving athletic department whether the student's existing physical satisfies UIL and local requirements. At minimum, UIL requires a physical before the first year of junior-high athletics and upon entering the first and third years of high-school athletics; a local district may require an annual physical. A UIL medical-history form is required annually. Do not assume that every transfer automatically needs a new physical. [11]

For fine arts, carry relevant ensemble records, chair placements, audition materials, portfolios and competition ratings to the receiving school.