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Trustees accept algebra monitoring report; district says middle‑school accelerated enrollment and completion rose to meet annual target
Summary
At the Sept. 18 information session Austin ISD administrators and trustees discussed the district’s middle‑school algebra goal. The district reported a rise from 21% to 24% in sixth‑grade students identified as economically disadvantaged who completed the accelerated math course, meeting the year’s target; trustees accepted the monitoring report.
Austin — The Austin Independent School District on Sept. 18 reported progress on its algebra pathway goal and the Board of Trustees accepted the superintendent’s monitoring report after an explanation of both gains and remaining gaps.
Superintendent José Segura told trustees that the district’s goal progress measure for sixth‑grade accelerated mathematics showed evidence the district is on track: 24% of sixth‑grade students identified as economically disadvantaged completed the district’s introductory accelerated math course in 2024–25, up from 21% the prior year and meeting the current‑year target.
The district’s academic team and the superintendent described several reasons for the increase: more sixth‑grade classes were located on middle school campuses in 2024–25 (offering broader course options), the implementation of Senate Bill 2124 broadened access so that a larger cohort could be enrolled in accelerated coursework, and the district is building tools and assessments to better track students’ progress through accelerated pathways.
Dr. Mary Anne Maxwell, assistant superintendent of academics, and Danielle Perico, director of STEM, told trustees that while overall enrollment and completion rose, some student groups did not meet targeted gains. The monitoring report singled out Hispanic/Latinx students who are economically disadvantaged and emergent bilingual students with economic disadvantage as groups still needing additional supports. Perico said some students identified for the course through new automatic‑enrollment rules did not persist to completion at the same rate as peers, and that course‑failure rates — while overall low — were higher for economically disadvantaged students (an overall pass rate of 98% districtwide, with a 94% pass rate among economically disadvantaged students in this course).
District staff described several concrete next steps: developing better campus‑level tracking tools and curriculum‑based assessments, expanding targeted professional development for teachers of accelerated math, expanding MTSS (Multi‑Tiered System of Supports) scaffolds within accelerated classrooms, and scaling pre‑year “bridge” programs intended to prepare identified students for the accelerated class. The district said 215 students were invited to the first bridge pilot and 55 enrolled; staff will track those students through the year.
After the presentation, Secretary Gonzales moved to accept the monitoring report; Trustee Quintana seconded. The motion passed; the board recorded that the monitoring conversation was complete and accepted the superintendent’s summary of the district’s current reality relative to its algebra goal.
Ending: Trustees asked staff to return with improved tracking tools and more frequent campus‑level progress detail in future monitoring reports so the board can see whether targeted interventions narrow the gaps identified for specific student groups.
