Mercedes ISD presents 2023–24 Texas Academic Performance Report, board discusses early-literacy goals
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Summary
Superintendent and staff reviewed the district’s 2023–24 TAPR (Texas Academic Performance Report) details—attendance, STAAR performance, growth, graduation and CCMR—and trustees discussed early-childhood and third-grade reading priorities.
Superintendent Dr. Clinton and district staff presented the district’s 2023–24 Texas Academic Performance Report (TAPR) to the Mercedes ISD Board of Trustees, reviewing student performance, attendance, graduation and related campus data compiled from PEIMS and statewide assessment results.
The TAPR presentation covered eight sections of the annual district report: the TAPR itself, the PEIMS Financial Standards Report, district accreditation status for 2022–23, campus performance objectives and campus improvement plans (CIPs), a report on violent or criminal incidents, student performance at postsecondary institutions, progress toward board-adopted House Bill 3 goals, and the TAPR glossary. The presenter noted the district’s TAPR will be posted to the Mercedes ISD website and paper copies will be available at the central office and campuses.
The presentation walked trustees through STAAR performance by grade and subject for 2023 and 2024 (approaches, meets and masters grade level), participation and exclusions, annual academic growth measures, end-of-course (EOC) results for English I/II, Algebra I, Biology and U.S. History, and accelerated-learning indicators. Staff emphasized disaggregation by student groups (Hispanic, economically disadvantaged, emergent bilinguals, students with disabilities) and explained how annual growth is measured (year-to-year and for EOC tests when students take courses early).
Attendance, dropout and graduation data were presented with a one-year lag (district noted charts use 2022–23 and earlier cohorts). The TAPR breakdown included chronic absenteeism, annual dropout rates by grade band, 4-, 5- and 6-year longitudinal graduation rates, federal 4-year graduation rates without exclusions, and graduate profiles by program (special education, CTE completers, CCMR indicators). Staff noted the district’s CCMR (college-, career- and military-readiness) measures compiled by the Texas Higher Education Coordinating Board and showed results by cohort and subgroup.
Trustees pressed on early-literacy and third-grade reading. Dr. Clinton said his priority is that every child read on grade level by first grade and described a multi-pronged approach: support for teachers and principals, expanded pre-K and early-childhood outreach, consistent implementation of campus improvement plans and targeted interventions to prepare students for success on third-grade STAAR. Trustees and the superintendent said they expect the district’s Lone Star Governance work (a TEA coaching program) and forthcoming CIP updates to focus board and staff efforts on the academic indicators shown in the TAPR.
Staff noted TEA had not issued 2023–24 A–F accountability ratings or updated district accreditation statuses at the time of the presentation and reminded the board that TAPR includes definitions and methodology in the TAPR glossary (a Spanish glossary was scheduled for release in early 2025). For questions, staff directed board members and the public to the district’s posted reports and to the Director of Federal Programs for follow-up.
The presentation was informational; no board action on the TAPR itself was recorded during the meeting.
