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Sherman ISD presents 2023–24 results-driven accountability and TAPR showing mixed academic results and disciplinary disparities
Summary
District staff briefed the board on the Results-Driven Accountability (RDA) determinations and the Texas Academic Performance Report (TAPR) for 2023–24, noting strong graduation rates and CCMR gains alongside declines in some end-of-course performance and disproportionate disciplinary removals for African American students.
Christina, a district presenter, told the Sherman Independent School District board that the district’s Results-Driven Accountability (RDA) and the Texas Academic Performance Report (TAPR) for 2023–24 show a mix of progress and areas needing targeted support. "So tonight, I will be presenting on our RDA, which is our results driven accountability and also our Texas academic performance report," Christina said, introducing data from the previous school year.
The TAPR and RDA documents compile student performance by demographic group and program and are submitted to the Texas Education Agency (TEA). Christina said Sherman ISD’s overall attendance rate was about 93 percent, the four-year graduation rate was 94.4 percent and the districtwide dropout rate was 1.6 percent. "We exceed the state and the region with those graduation rates," she said.
The district reported gains in college-, career- and military-readiness (CCMR), rising from 51.7 percent to 59.2 percent in the year covered by the report, and a jump in industry-based certifications from 20.2 percent to 36.4 percent. Christina said the district’s CCMR committee at Sherman High is working with counselors and CTE staff to continue improving those outcomes.
At the same time, Christina said several end-of-course (EOC) determinations declined: English I and II and algebra-related measures moved down a performance level, and some STAR/STAAR indicators (grades 3–8 math, science and social studies) "stayed at the same performance level," signaling the need for stronger progress monitoring and interventions. STAAR grade 5 reading was noted at about 72 percent at the approaches/grade-level band, while math ranged roughly 55–61 percent across elementary grades.
Christina also highlighted special-population determinations within RDA. Bilingual/ESL (emergent bilingual) and other special populations dropped from higher determinations to lower ones year over year. She said the district spent significant time retraining administrators on investigation and discipline processes after RDA analysis showed disproportionate rates of disciplinary removals for African American students. "Miss Pilate specifically is working with the administrators on disciplinary removals... and how we're putting support measures in place to be proactive versus reactive," Christina said.
On assessments, Sherman’s reported average SAT score for the cited year was 915 with a participation rate of 79.2 percent; the district’s average ACT score was listed at 22.4, higher than regional and state averages in the report. Christina noted that some reported CCMR figures lag by roughly one year because of state reporting timelines and that reporting rules for military enlistment and other CCMR components were changing.
Christina covered staffing and demographic data included in TAPR: 73.8 percent of Sherman ISD students were reported as economically disadvantaged, the district’s graduating class was 45.6 percent Hispanic and 32.4 percent White, and teacher/staff ethnicity proportions were below the state average for some categories.
After the presentation the board opened a public hearing on the TAPR; no members of the public addressed the board. The board then reconvened the regular meeting and moved to other agenda items.
Why it matters: The TAPR and RDA summaries inform campus and district improvement plans, TEA checkpoints, and local decisions on interventions, professional development, and resource allocation. The data flagged both areas of success (graduation, certain CCMR gains, industry-based certifications) and ongoing concerns (EOC declines, elementary math/science gaps, disciplinary disproportionality) that the district said it will address through targeted interventions and principal- and teacher-led committees.
Looking ahead: Christina said the district will continue progress monitoring, meet with TEA for follow-ups, and report additional CCMR and intervention updates in spring board meetings.
