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Board accepts monitoring reports on middle-school algebra and college-career readiness after staff say both are on track
Summary
The Austin ISD board on Sept. 18 accepted superintendent monitoring reports showing progress toward the district—s middle-school algebra and college-career readiness goals, while trustees pressed staff to fix data inconsistencies and target supports where subgroup gaps remain.
The Austin ISD board of trustees voted Sept. 18 to accept two superintendent monitoring reports: one on middle-school algebra access and completion for economically disadvantaged students and one on college, career and military readiness (CCMR) measured by enrollment in industry-based certification (IBC) aligned courses.
“Goal progress monitoring provides evidence the district is on track to meet the middle school algebra 1 goal,” Superintendent Anthony Segura said after presenting the algebra report, which tracks the percentage of economically disadvantaged sixth-graders who enroll in and persist through accelerated mathematics that prepares them for Algebra I by eighth grade.
The report showed district-wide improvement: 24% of economically disadvantaged sixth-graders completed the introductory accelerated math course in 2024–25, an increase from 21% in 2023–24. District staff said the number met the year’s target and attributed progress to expanded access under Senate Bill 2124 and operational changes such as more sixth-grade course options at middle schools. Dr. Mary Anne Maxwell, assistant superintendent of academics, and Danielle Perico, director of STEM, described updated tracking methods and curriculum-based checks to monitor students who need additional support. Perico said campuses that used tier 2 interventions, student data tracking and cross-content supports saw the strongest results: “Those were the puzzle pieces that will really show our success in accelerated math classrooms.”
Board members pressed staff about data inconsistencies between in-year enrollment snapshots and year-end completion counts. Trustee Hunter asked whether the administration had fixed the reporting problem; Segura and staff said they had implemented a new data-monitoring tool (Eduphoria Aware) over the summer and expected more consistent reporting in the next cycle while acknowledging ongoing calibration work.
Trustees then accepted the algebra monitoring report by formal motion. Secretary Gonzales moved to accept and the motion was seconded by Trustee Quintana; the board approved the report during the meeting.
On CCMR, the district reported stronger-than-expected results for juniors and seniors taking IBC-aligned courses. Superintendent Segura and Ashley Benicker, executive director of secondary outcomes, said 59.8% of 11th–12th graders enrolled in IBC-aligned courses in 2024–25, exceeding the year’s target (47.2%) and surpassing the program’s five-year goal (55%). Benicker said 23% of 11th–12th graders earned at least one IBC, and that the district’s universal course sheet and new counseling tracking increased student awareness and reduced accidental exclusion from career pathways.
Benicker and Segura noted the district is rolling out a Salesforce-based pathways tracker and that counselors and principals now must sign off on course drops to reduce unintended program steering. Trustees discussed sustainability and whether the district can sustain growth in certifications given scheduling, athletics and fine-arts conflicts; staff said industry partnerships and program sequencing inform ongoing planning.
The board accepted the CCMR monitoring report in a motion that Secretary Gonzales moved and Trustee Quintana seconded; trustees on the dais voted to approve.
Ending: Trustees acknowledged the reports as evidence of progress while directing staff to continue improving midyear data-tracking and to focus targeted supports for subgroup gaps identified in both reports.
