Leander ISD reported steady results on state accountability and a set of community‑based measures that district leaders said together give a fuller picture of performance. The presentation summarized 2023–2025 state letter grades and highlighted increases in campus distinctions, Advanced Placement participation and several district survey metrics.

State accountability highlights: The district reported a stable overall letter grade of B across the 2023–2025 span and said its campus distinction count increased to 35 in 2025, with 15 campuses earning at least one designation. The district noted all secondary campuses received an A or B in the most recent cycle.

Community‑based accountability: Emily Gray and staff presented the 2024–25 community‑based accountability report, which aligns indicators to the district’s strategic plan. The CBAS emphasizes additional measures beyond STAAR scores, including student engagement, goal‑setting and family communication. The district reported increased AP participation (roughly 13,000 exams administered) and a rise in the share of students and parents who say learning is meaningful and that students set goals and track progress.

House Bill 3 (HB3) goals: HB3 requires district targets for students meeting grade‑level expectations on the STAAR at the “meets” level. For third‑grade reading the district set a 66% goal for 2024–25 and reported a 64% actual — higher than the state at 49% but below the district’s target. For early elementary mathematics and subgroup targets (Asian, White, Hispanic, African American; emergent bilingual, special education, economically disadvantaged) the district reported growth since the COVID years but acknowledged several subgroup results remain below the 60% benchmarks in HB3 planning and identified next steps: focused curriculum alignment, structured literacy and targeted small‑group instruction for reading and differentiated math coaching.

Why it matters: The state rating and HB3 progress determine accountability conversations, federal/state reporting and influence district long‑range planning and resource allocation. The CBAS is the district’s attempt to present a broader perspective of student growth and school climate beyond summative tests.

Ending: District leaders said they will continue to refine data displays, develop user‑facing one‑pagers for campuses and proceed with a data‑warehouse RFP to help staff, parents and trustees track indicators more easily.