Victoria ISD presented preliminary student-performance results and accountability projections on June 19, reporting districtwide increases across the majority of state assessment indicators and projecting significant letter‑grade improvements for many campuses.

Why it matters: Preliminary data the district presented indicate sizable year‑over‑year gains in math and reading indicators and in student progress measures, which are central to Texas A‑F accountability and to district improvement planning.

District staff said the preliminary results — calculated in‑house while the state completes final processing — show growth in roughly 80% of the 60 performance indicators the state uses across grades and content areas; the state, staff noted, reported increases in about 55% of indicators statewide. The district highlighted that math and reading indicators showed increases in 87% of district measures and that, by some measures, district gains exceeded state gains in those subjects.

Highlights staff cited:
- Multiple elementary and middle schools posted double‑digit gains in specific meets/masters indicators; Crane, Aloe, Torres, Mission Valley and Vickers were among campuses singled out for double‑digit gains in particular grades and tests.
- Howell Middle School and STEM Middle School registered broad gains in secondary math and reading indicators.
- Districtwide progress measures (Domain 2a) were projected to increase for all elementary and middle schools, with several campuses showing double‑digit progress gains.

District leaders said they submitted 37 extended constructed responses (ECRs) for rescoring to the state for students who were one point away from higher categories; those rescores could affect final campus letter grades. At the time of the presentation, district staff were still awaiting English learner proficiency and STAR-ALT special‑assessment results that could change projections.

Staff offered a set of next steps: continued recalculation with final vendor templates, additional ECR rescoring requests where warranted, summer instructional rollout (literacy and numeracy institutes) and school planning work tied to the district academic playbook. Trustees repeatedly praised teachers, campus leaders and support staff for what they called “all‑hands” efforts to raise instruction and monitor student needs.

Ending: Presenters said the results were preliminary and subject to state certification but described them as a major step in closing gaps with the state average. They said updated official ratings could change when the state releases final data and when outstanding ECR/EL pieces are processed.