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VISD presents AP and dual‑credit data; trustees raise outreach and equity concerns
Summary
District staff reported enrollment and success data for AP and dual‑credit courses, described supports (AVID, college partnerships) and acknowledged demographic gaps in participation. Trustees asked how the district will boost awareness among students and parents.
Victoria Independent School District staff presented the district’s baseline data on advanced academic opportunities — dual credit and Advanced Placement (AP) — and outlined supports to increase access and completion.
Presenters said Victoria College is the district’s primary dual‑credit partner and reported participation and pass rates for the most recent year, while AP staff reviewed course offerings, enrollment and exam results.
Melissa Correll, the district’s chief innovation officer, said dual‑credit enrollment for the fall term included 261 students taking 348 course sections and that about 90% of those course enrollments resulted in students earning college credit. She also said Victoria ISD partners with Victoria College and UHV for specific programs such as welding and medical assistant certificates.
On AP, staff said VISD offered 23 AP courses and in 2024–25 had about 987 students enrolled across roughly 1,658 AP course registrations; roughly 21% of AP exam takers earned a score of 3 or higher, the district said.
Why it matters: Expanded AP and dual‑credit opportunities can reduce college costs and accelerate postsecondary completion, but staff acknowledged participation gaps by subgroup and said the district will work to improve equitable access.
Supports and equity work Staff described supports already in place: a K–12 AVID program that teaches organization, study and communication skills; dual‑credit lab time built into student schedules for those lacking home internet access; on‑site college advisors at high schools; and tutoring funded through a Victoria College grant.
Melissa Correll and LaDonna Foreman (director of P‑TECH and college readiness) said the district uses an interest and aptitude inventory called ‘YouScience’ with eighth graders to guide pathway planning. Correll said 80% of eighth graders reported wanting education beyond high school, with 58% planning a four‑year pathway, 13% planning a two‑year pathway and 11% planning trade school.
Trustee questions and outreach Trustees, particularly Kathy Bell, asked how the district promotes dual credit to earlier grades and to families. Bell said many parents do not know the program exists and urged more consistent outreach well before high school. Correll said the district plans targeted outreach to middle‑school families and to cohort ninth graders so students can begin with clear academic pathways.
Staff also acknowledged demographic differences: enrollment in AP and dual credit is not yet proportional to district demographics for at‑risk and economically disadvantaged students, and staff said closing that gap is a priority.
Ending: Staff called the presentation a baseline and said they expect to return next year with expanded programs and additional measures of progress.
