The data—which measures elementary students' academic performance at the middle of the school year compared to the beginning—went before Hutto ISD trustees for review at a Feb. 9 board meeting.
Across most subjects and demographics, more students were meeting or exceeding grade level benchmarks at the midway point of the 2022-23 school year than at the beginning.
For example, among Hutto ISD third graders, 64.1% of students met or exceeded reading benchmarks at the middle of the school year, compared to 54.8% at the beginning.
In third grade math, 78.8% of students met or exceeded benchmarks at the middle of the school year, up from 68.6% at the beginning.
Associate Superintendent for Instruction and Innovation Robert Sormani said improving math growth has been an ongoing priority for the district.
One area where the district identified a need for improvement is from native English speakers in Spanish courses.
Only 39.3% of native English-speaking fourth graders met benchmarks in Spanish at the school year's midway point. While the number is a substantial increase from 25.9% at the beginning of the school year, Sormani said additional support will be necessary in that area.
He said staffing shortages have played a role in poor performance among dual-language students.
"We continue to have vacancies," Sormani said. "At least one position is being covered by a bilingual staff member who is not fully certified."
Middle-of-year academic data for middle and high schools will be available next month, according to district materials.
