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Wylie ISD holds required public hearing on Texas Academic Performance Report; district highlights strengths and areas to address
Summary
At the annual public hearing on the Texas Academic Performance Report (TAPR), district staff reviewed star performance, progress measures, math concerns, interventions (IXL, MobyMax), CCMR figures and graduation rates, and answered trustees' questions.
Wylie ISD conducted the required public hearing on the Texas Academic Performance Report (commonly called the TAPR). Staff summarized the district’s results, highlighted areas of strong performance and identified priorities for improvement.
Staff said domain‑level STAR performance (domain 1) shows the district at or above state and regional averages on most assessments and across many subpopulations. The presenter noted a statewide decline in math scores since COVID and identified math performance as a priority. To address that, the district purchased IXL for junior high and continued use of other remediation products (staff reported mixed results for MobyMax). Staff said teacher quality and instruction remain central to improving outcomes.
On accountability metrics, staff explained how STAR performance and school progress (domain 2) are treated differently in the state A–F accountability framework and cautioned that high‑performing campuses can show smaller year‑to‑year growth measures because baseline scores are already high.
Graduation and dropout measures were reviewed: the TAPR showed a graduation rate in the mid‑90s (93.6% reported in one calculation; staff said that rate increases to about 95.9% when students who reenroll or later obtain GEDs are included). Attendance was reported at 95.2% overall; dropout numbers were discussed with an explanation that some counted “dropouts” represented students who transferred and could not be tracked.
Staff discussed college, career and military readiness (CCMR). The district reported 72% CCMR for the class of 2023 and described specific steps to raise that figure: offering the Texas Success Initiative (TSI) on campus, providing school‑day ACT/SAT opportunities at district expense, expanding dual‑credit hours in career programs and pursuing renewed partnerships for additional dual‑credit offerings. Staff and the CTE director were credited for efforts to increase industry‑based certification (IBCs), and staff noted that state rule changes have narrowed which certifications count for CCMR, making attainment more challenging.
Bilingual, dyslexia and gifted‑and‑talented results were noted as generally positive; staff pointed to 99% STAR participation (above the federal 95% threshold) and described continued use of targeted interventions and professional development.
The hearing concluded with staff offering to answer questions and to provide further details as needed.
