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Preliminary accountability: Taylor ISD reports gains in CCMR and elementary measures, math remains a focus
Summary
Taylor ISD presented preliminary accountability results June 23 showing substantial gains in CCMR at Taylor High School, improvements in elementary measures and persistent challenges in math proficiency at the secondary level.
Taylor ISD instructional leaders reviewed preliminary accountability data at the June 23 board meeting, reporting notable gains in college, career and military readiness (CCMR), growth at elementary grades in several measures and ongoing weaknesses in mathematics proficiency on high‑school‑level exams.
Presenters said Legacy High School showed some gains in Algebra II while Taylor High School showed gains in freshman English I and biology. The district highlighted a large CCMR increase at Taylor High School — from the mid‑40s to the mid‑80s on the metric presented by staff — and said the gains reflect targeted campus efforts to identify and support students to meet CCMR benchmarks.
Staff cautioned that the accountability figures combine first‑time testers and retesters; their analysis showed first‑time testers generally score higher while retesters’ passing rates decline the further they are from initial instruction. As a result, staff said the district will emphasize stronger first‑time preparation and more intensive retest prep to reduce the number of students who must retake exams.
Elementary and middle grades showed several areas of improvement: kindergarten and early grades reflected gains on Renaissance and in‑class diagnostic measures, and middle school showed gains in multiple subjects. Early‑childhood and K–2 staff reported gains in math and modest gains in reading, and district presenters said the rollout of curriculum resources and professional development is intended to sustain those improvements.
Writing was singled out as a district priority: presenters displayed writing growth across multiple grade bands and said focused teacher training and rubric familiarity are yielding gains, but they cautioned continued emphasis is necessary. Staff concluded the district has made “tremendous growth” overall but identified math (particularly algebra I at the secondary level) and sustained writing development as primary areas for targeted summer and next‑year work.
Trustees congratulated staff on gains and asked questions about using AI tools and academic integrity; presenters said they expect to explore both detection tools and classroom practices that keep essential teacher‑student instruction and feedback central to writing development. No board actions were taken.
