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Edinburg CISD presents preliminary 2024–25 state assessment results; district shows preliminary 83.1 letter grade, board flags middle-school math time
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Summary
Assessment director Jose Garza presented preliminary 2024–25 results showing a preliminary district score of about 83.1. The presentation identified strengths in elementary reading and TELPAS growth, noted six campuses submitted for rescoring, and prompted board discussion about middle-school math schedule and instruction time.
Jose Garza, assessment director for Edinburg Consolidated Independent School District, told the school board the district’s preliminary 2024–25 accountability score is about 83.1 and described the data as preliminary, not final.
The presentation matters because the preliminary scores guide planning and intervention for the 2025–26 school year and because final accountability values can affect campus supports and public reporting. Garza said the district used DMACC and Leap Forward platforms to create the preliminary roll-up and that the official accountability results are not final until the state’s later reports.
Garza said the district’s domain scores were: student achievement 78, academic growth 71, relative performance 84 and closing-the-gaps 81, and that the highest of the three federal/state domain calculations produced the preliminary 83.1 district letter grade. He said six campuses have submitted essays or short constructed responses for rescoring, which “is only gonna increase what you see here.” He also noted the CCMR (college, career and military readiness) figure for the district is 82 and that “in order to be an A at the high schools, the CCMR needs to be at a 88.”
Garza reviewed campus-level results by grade band and subject, saying elementary campuses performed at or above the region and state on many third- through fifth-grade indicators and highlighting strong TELPAS (English language proficiency) growth: “Most of the campuses, 88%, received 3 or more points, within the TELPAS’s closing the gap indicator, which is huge.” He also flagged high-performing middle-school campuses and said the number of campuses scoring an 8 had risen from six (2022–23) to an estimated 14 (preliminary) this year.
Board members and staff pressed on middle-school math. Garza and district staff described structural differences between elementary and middle grades that may affect math outcomes: elementary students often receive roughly 90 minutes (sometimes two hours) of daily math instruction, while middle-school schedules typically provide about 49 minutes per class. Garza said, “One of the things that we wanted to propose is that we have an additional, like the ELA block, we would like to have a math block the same way.”
Superintendent Mario Salinas responded to scheduling questions by saying the district can examine master schedules: “We can certainly look at the math schedule and see what we can do.” Board members noted options already under discussion, including targeted second-period blocks for students approaching standards, after-school tutorials, reducing enrichment time, and trimming passing times to add minutes. The board also raised staffing and cost implications for expanding math blocks.
Garza repeatedly cautioned the board that the figures provided are preliminary and that the state’s cleaned, combined “TAPR” (tabled accountability) report arriving in December would include Spanish-language testers and paper-based testing that are not fully combined in the preliminary comparisons. He said formal accountability letter grades will be released later in the summer.
The presentation closed with the district’s high-school subject results (noting lower relative performance in English I/II and Algebra I compared with some regional/state percentages) and an invitation for board questions. No board action was taken during the presentation; the item was informational.
