PHARR‑SAN JUAN‑ALAMO ISD earns B-plus (87); board approves district and campus improvement plans

PHARR‑SAN JUAN‑ALAMO ISD Superintendent Dr. Alejandro Elias and district leaders told the board on Sept. 22 that the district earned an overall accountability score of 87 — a B-plus from the Texas Education Agency — and the board voted to approve the district and campus improvement plans that outline targets and supports for the 2025–26 school year.

The accountability presentation, delivered by Arnulfo Marquez, assistant superintendent for CNI, and other district executives, showed the district’s overall score rose from 85 in 2024 to 87 in 2025. Marquez said the 87 reflects gains across the three accountability domains and credited teaching, leadership and targeted district supports. “This year, PSJA ISD proudly earned an overall rating of 87,” Marquez said.

The rating breakdown and why it matters: the district reported improvement across student achievement, school progress and closing gaps. District leaders listed 16 campuses that earned an A in 2025; middle and high school results were singled out as historic gains for the district. At the high‑school level, leaders reported A ratings of 91 for PSJA Early College High School and PSJA North Early College High School; PSJA Thomas Jefferson T‑STEM Early College High School earned a 96 and PSJA Collegiate School of Health Professions earned a 97. The district highlighted 47 distinction designations across middle schools and 86 distinctions at the elementary level.

Nut graf: The board’s approval of the district and campus improvement plans formally sets targets and actions tied to the accountability results. The plans include measurable goals, timelines and monitoring steps for leadership development, instruction, family engagement and student supports — work district leaders said is aimed at raising student performance, reclassification rates for emergent bilinguals and graduation/CCMR outcomes.

Key targets and supports - District score: 87 (B+), up from 85 in 2024. - Campus counts called out by presenters: 16 A campuses; 19 B campuses referenced in earlier remarks; elementary breakdown included 9 A, 11 B, 6 C, and 1 D. - Demographics cited in the district improvement plan: approximately 35% limited‑English‑proficient students, 95% economically disadvantaged, 66% identified as at‑risk. - Strategic priorities in the district plan: leadership growth; effective teaching and learning (with HMI like Eureka/Carnegie/Bluebonet referenced for math/ELA); family and community empowerment; and student supports including TELPAS and targeted interventions.

Campus examples presented to the board - PSJA Early College High School principal Dr. Rowdy Veil described TELPAS gains and systems of practice for emergent bilinguals, and said reclassification rates and listening growth were strong campus results. He told the board the campus aims to expand dual‑credit and AP access while preserving access for all students. - Liberty Middle School principal Dr. Michelle Fox described a targeted improvement plan focused on improving math outcomes for continuously enrolled students; Liberty rose from an 80 to an 86 overall rating, with domain‑by‑domain growth noted. - Trevino Elementary principal Rose Hernandez described a turnaround plan after a 2025 D rating (scaled score 69), saying the campus had previously scored much higher and outlining targeted interventions, family engagement and progress monitoring to recover.

Board action The board voted to approve the district and campus improvement plans at the meeting. The motion to approve was made by Trustee Rick Rodriguez and seconded by Trustee Villegas; the record shows the motion carried unanimously.

What happens next District leadership said quarterly progress reviews, ongoing professional learning and campus monitoring will track progress toward targets (for example, raising grade‑level performance and TELPAS/CCMR goals). The improvement plans, which district staff said are working documents, include timelines for professional development and for targeted supports at priority campuses.

Ending: District officials asked the board and community to view the plans as active roadmaps. Board members and administrators emphasized continued monitoring and support for campuses that remain below the district’s targets while celebrating the broad gains represented in the 2025 accountability results.