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Preliminary STAAR and EOC results show mixed recovery; board approves district improvement plan
Summary
District leaders presented preliminary STAAR and EOC results showing gains in some grades and continued weaknesses in specific math and English indicators; trustees approved the district improvement plan for 2025–26 by unanimous vote.
SCHERTZ‑CIBOLO‑U CITY ISD staff presented preliminary 2025 STAAR (State of Texas Assessments of Academic Readiness) and end‑of‑course (EOC) results and asked trustees to approve a draft district improvement plan aimed at addressing areas of concern.
The district emphasized the preliminary nature of the data and said final accountability scores from TEA are expected for districts Aug. 13 with public release Aug. 15. The district's presenter said preliminary analysis shows a modest recovery in elementary reading and math in some grades after a dip the prior year, while certain middle‑ and high‑school math and English measures remain areas of focus.
Key items presented:
- Elementary: Third‑grade reading and math showed "bounce back" from the prior year; district third‑grade reading preliminary rate reported at about 79%.
- Intermediate and junior high: Fifth‑grade math and seventh‑grade math were singled out as continuing areas of concern, though the presenter said district results still exceeded regional and state averages in several grades.
- High school: English I and II results continue to be areas of focus; algebra and history courses had stronger preliminary results with some campuses showing large gains.
The presenter said preliminary calculations suggest seven campuses may move up a letter grade in the A–F accountability framework and three campuses may realize double‑digit gains; one campus might drop a letter grade. Staff attributed much of the projected improvement to student growth measures.
After the presentation, the board voted 7–0 to approve the district improvement plan for 2025–26. Trustees discussed earlier and planned interventions, including earlier formation of intervention groups, training on literacy routines (structured classroom practices to increase reading, writing, speaking and listening), and rollout of new K–8 math materials (STEMscopes).
District staff said MAP interim assessments and midyear projections are used to identify students for targeted intervention and that, where interventions have been applied, a higher percentage of students passed STAAR than midyear projections suggested. The district described a professional development plan for teachers and administrators to support Tier 1 instruction and differentiated interventions.
