Austin ISD explores partnership and reassignment strategies for low-performing schools

The Austin Independent School District (AISD) Board held a special meeting on May 2, 2025, to discuss critical strategies for improving educational outcomes in low-performing schools. The meeting focused on three primary options for addressing underperformance: partner-managed restarts, student reassignments, and maintaining core instructional staff.

One of the key discussions centered on the concept of partner-managed restarts, referred to as "18 82 partnerships." This approach involves bringing in external partners to manage school operations, with the understanding that these partners would have autonomy over instructional plans. AISD officials noted that while this model could lead to improved management, it limits the district's ability to influence educational strategies.

The second option discussed was the reassignment of students from low-performing campuses to higher-performing schools. This strategy aims to provide students with better educational environments while tracking their progress over time. However, officials acknowledged the potential disruptions this could cause for families and students, emphasizing the importance of keeping student cohorts together whenever possible.

In addition to these options, the board highlighted ongoing efforts to enhance core instruction by investing in staffing and resources. AISD has achieved a staffing level of over 97% and has seen a 20% increase in teacher retention rates due to improved compensation and support. The district has also focused on curriculum development, particularly for early grades, and has established a support index to address the varying needs of different schools.

The meeting concluded with a commitment to continue strategic investments in education, emphasizing the importance of addressing chronic absenteeism and providing professional development for school leaders. AISD officials expressed confidence that these efforts would lead to meaningful improvements in student outcomes, although they acknowledged the challenges ahead.