While the data remains preliminary and subject to change, early indicators suggest gains could potentially bolster the district and campus accountability ratings, Brian Moore, LCISD’s director of research, assessment and accountability, said at the June 17 board meeting.
Officials also identified areas for targeted support—such as seventh-grade math and high school English—and laid out plans for ongoing instructional improvement ahead of final accountability ratings in August, Moore said.
The gist
Moore said compared to the Spring 2024 results, highlights from the report include:
- Reading and language arts, and math passage rates remaining steady above the 80% range across all grades, with the exception of seventh-grade math
- Increase from 68% to 75% passage rates in fifth-grade science
- Decrease from 69% to 65% passing rate for fifth-grade social studies
- Decrease of three points in Algebra and English II End of Course exams
Growing challenges
Moore said the decrease in the fifth grade social studies exam could be because it is not as “high stakes” as the eighth grade exam required for graduation, of which 97% of students passed.
Katie Marchena-Roldan, executive director of teaching and learning, said she believes growth was evident, but there were several key areas that need continued attention—especially seventh-grade math and high school English assessments.
Marchena-Roldan said seventh-grade math scores appeared lower, in part due to roughly 40% of seventh graders taking the eighth-grade STAAR test as part of an advanced pathway.
In February, Moore said seventh-grade students who are higher performing would be encouraged to take the eighth-grade test. Meanwhile, students who aren’t encouraged to take the eighth-grade test in the seventh grade would be more likely in need of intervention.
To address this, Marchena-Roldan said district officials are providing daily model lessons, numerical fluency support and collaborative planning days to improve instruction for the 2025-26 school year.
“This is a targeted group of students,” Marchena-Roldan said. “We want to make sure our teachers have all the tools that they need to plan effective instruction.”
In English I and II, Marchena-Roldan said district officials are developing analytical writing practices and Socratic seminars, and offering exposure to complex texts to support higher-order thinking.
“We want to create frequent opportunities for low-stakes writing,” Marchena-Roldan said. “Just get kids to understand that they can communicate through writing confidently and comfortably.”
Why it matters
In April, LCISD received a “B” accountability rating from the Texas Education Agency, with 30 of its 43 campuses receiving an “A” or “B” for the 2022-23 school year, Community Impact reported, based on student achievement, school progress and closing the gaps among student subgroups.
At the time, CISD Chief Learning Officer Christi Cottongame said in an email that families should know the ratings aren’t based on results of STAAR tests currently being administered on local campuses.
While the final accountability data focused on closing achievement gaps among student subgroups is still pending, Moore said projections for the 2023-24 ratings suggest 24 campuses will be rated A, while 2 could fall into D-rating territory, triggering additional support measures.
However, Superintendent Roosevelt Nivens said Terry High School, a Title I campus with 66% economically disadvantaged students in the 2024-25 school year, previously rated as a “D,” is now on track to become an “A” rated campus.
“That speaks volumes to the staff, the students, the parents and the leadership of that campus,” Nivens said.
Looking ahead
The district will receive final STAAR scores from the state in July, with official accountability campus ratings released publicly Aug. 15, Moore said. Administrators will return to the board in August or early fall with a deeper breakdown of data among student subgroups.
