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Tyler ISD presents state accountability overview; district highlights attendance, graduation and CCMR gains
Summary
District staff reviewed the Texas Performance Reporting System (TPRS) and Results Driven Accountability (RDA) data for 2023-24, noting strengths in reading, U.S. history, graduation rates, industry-based certifications and college/career readiness while identifying math and science as areas for continued focus.
Tyler Independent School District administrators presented the district's 2023-24 Texas Performance Reporting System (TPRS) and Results Driven Accountability (RDA) overview, summarizing academic performance, attendance, graduation and college-and-career readiness indicators.
"We tended to lag a little bit in math and science last year compared to prior years," said Dr. James Cureton, executive director of assessment and accountability. He and Deputy Superintendent Dr. Lance Groepel said district staff are focusing on aligning local assessments and instruction with the increased rigor of new state assessments.
Administrators highlighted several strengths: reading performance and U.S. history results, higher graduation rates than the statewide average (by roughly seven to eight points), lower dropout rates and comparable attendance despite an economically disadvantaged population of about 75 percent. The district also outperformed the state on industry-based certifications (IBCs) and on a variety of AP/dual-credit measures.
The presentation emphasized that the state's accountability labels for 2024 remained under legal challenge and therefore were embargoed from public release. Administrators said they have coordinated with the Texas Education Agency to ensure local and state data align.
On RDA, district staff explained the rating scale used for program-area indicators (0 through 4) and said "0 is where we want to be," an assertion made during the presentation to clarify performance targets. The district's average RDA indicators placed it in a "needs assistance" determination level in some program areas, and staff said they are targeting supports and adjustments going forward.
Board members asked questions about trends and how COVID-era changes affected assessment baselines; trustees praised the district's college-and-career readiness metrics and urged continued focus on math and science.
Next steps: Staff will continue to align local assessments with state expectations, focus intervention on math and science, and post any official accountability ratings once the state releases them.
