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EPISD reports early gains in early‑grade literacy and math, mixed results in high‑school readiness
Summary
District staff told the board Sept. 16 that the first annual report under House Bill 3 goals shows increases in early‑grade literacy and math growth, strong gains in some NWA MAP growth measures, but declines or shortfalls on some college‑readiness measures for high school.
At the Sept. 16 board meeting, district academic leaders presented the first annual progress report on House Bill 3 goals adopted in September 2024, covering early childhood literacy and mathematics and college, career and military readiness (CCMR).
Christine Ferret, executive director of strategic planning and design, told trustees the district exceeded its third‑grade reading target with a 4 percent increase and that the district is on track for long‑term goals in both early literacy and math. “The first piece was, our goal in third grade reading. Our target, we exceeded our target,” Ferret said. She reported gains in kindergarten and third grade and said several elementary campuses are already above national percentile averages for literacy growth.
On math, Ferret said the district exceeded the 2025 target for third‑grade math with a 7 percent gain and reported strong NWA MAP growth at kindergarten and third grade. Assistant Superintendent Guy Rosales presented beginning‑of‑year NWA MAP results showing year‑over‑year gains in early grades: Rosales said district K–8 MAP results were already at or above last year’s beginning‑of‑year performance in multiple grades and highlighted particular gains in third grade and eighth grade math growth.
The CCMR section showed mixed outcomes. Ferret said the district recorded a 2 percent increase in the percent meeting CCMR criteria overall and noted gains in industry‑based certifications, but she also said college‑readiness indicators (ACT/SAT/TSIA) lagged and “regress[ed], so we are below target in the '24–'25.” Board members pressed for explanations of the SAT/TSIA dip; staff said expansion of participation had been the first priority in recent years and that the district is now embedding practice for TSIA (freshman level) and SAT (junior level) into classroom instruction rather than relying on pull‑out boot camps.
Trustees asked about special education results. Staff said some progress was seen for emergent bilingual students while special education performance would require targeted interventions and co‑teaching strategies to move students into less restrictive settings. Staff reminded trustees that the CCMR metric is reported one year delayed and reflects the prior graduating class.
No board action was taken; the presentation was a staff report. District staff said campus‑level data are available on a public dashboard and described continuing supports including principal data reflections, trend walks and accelerated in‑year interventions.
The House Bill 3 monitoring report will remain a standing item for board oversight and follow‑up.
