SHARYLAND ISD shows gains in reading but mixed results across math and science on STAR 2024–25 results

District staff presented preliminary STAR 2024–25 assessment results during the meeting, highlighting continued growth in reading/language arts (RLA) across most grade levels and mixed performance in math and science.

Presenters said SHARYLAND ISD outperformed the region and state in RLA at all tested grade levels. Math results varied by grade, with the district posting relative strengths in sixth-grade math, eighth-grade math and Algebra I end-of-course performance. Administration identified seventh-grade math as a statewide area of decline that affected local seventh-grade results; staff attributed some of the change to a state policy that placed top-performing fifth graders into an accelerated pathway (resulting in higher-performing students being tested in combined or accelerated classes and thus changing the comparative distribution at the seventh-grade level).

Fifth-grade science was identified as a concern at local, regional and state levels. The presenter noted that the fifth-grade science test covers standards across grades three through five, and the district plans to build stronger foundational instruction in grades three and four to support fifth-grade outcomes. Eighth-grade social studies was also listed as an area needing improvement; the district added a social-studies coordinator in January and staff reported early signs of progress.

Administration provided longitudinal charts comparing 2019–2025 performance, noting COVID-era dips and the additional change when the state moved from “STAR 1” to a more complex “STAR 2” assessment format that added constructed responses, inline choice items and greater emphasis on writing and reading-comprehension skills. Staff encouraged parents to review student responses in the Skyward portal to help understand how constructed-response items were scored and where students might be losing points.

District leaders identified domain 1 scores and specific assessments (including English I and English II EOCs) as focus areas for instructional planning, while also noting that the district outperformed state and region on 16 of 20 offered assessments (about 80%). The administration said it will target interventions and parent communication campaigns — for example, clarifying opt-out implications for accelerated math placements and communicating choices families have — to address areas of weakness going into the next testing cycle.

No board action on assessment policy was recorded in the provided transcript excerpt.