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Harlandale ISD reports mixed STAAR/EOC results; district falls short of state-relative goals in several subjects
Summary
At a June 16 meeting Harlandale ISD staff presented end-of-course and STAAR results showing gains in some areas (district math meets increased 4.3 points; biology district meets rose 0.8 points) and declines in others, with several campuses and subgroups performing below the district's state-relative targets.
Harlandale ISD trustees heard a presentation on June 16 summarizing the district's spring STAAR and end-of-course (EOC) results. District leaders said results were mixed: the district saw gains in mathematics but declines in several other tested areas and fell short of its state-relative targets in multiple subjects and campuses.
The presentation covered broken-out results by campus and subgroup. Assistant or campus-level presenters said the district's goal for several measures was to exceed the state's growth by a specified margin (for example, a 3.5 percentage-point increase in biology relative to the state, and a 6.5-point goal in mathematics). In biology, district meets performance rose from 43.6% to 44.4% (a 0.8 percentage-point increase), but the state rose by 5 points, leaving Harlandale behind the state improvement. Math meets rose by 4.3 percentage points districtwide, short of the 6.5-point goal but a net increase.
Secondary English language arts (ELAR) and other EOC areas showed larger declines. Justin Postos, secondary ELAR coordinator, said district meets-plus performance declined by 5.3 percentage points relative to last year and that Harlandale's decline exceeded the statewide decline. He said special-education and emergent-bilingual subgroups showed notable movement in different directions: some special-population measures improved while emergent-bilingual performance in some subjects declined.
Presenters gave campus-level detail: Harlandale High School and Frank DeJeda (FTA) showed double-digit decreases in some subjects; Early College High School and other campuses displayed uneven changes tied in part to enrollment and the campus assignment of coursework (Early College students often take some courses at local colleges, which affects alignment). Gabby McMillan, presenting on mathematics data, said some campuses posted substantial gains while others declined; overall math performance improved relative to the previous year by 4.3 percentage points.
Presenters and trustees discussed possible causes and next steps. Trustees asked whether the STAAR redesign and new item types contributed to declines; curriculum staff said the spring test included overlap standards this year and noted that future tests will assess the full set of revised TEKS standards. Staff said they are still awaiting released test items and additional data that would allow targeted interventions. Assistant superintendents and coordinators described steps for improvement, including:
- more targeted professional development and instructional coaching focused on text complexity and standards-aligned materials; - expanding PLC (professional learning community) support and in-class coaching at middle and high schools; - using district AI planning tools, calibration workshops, and ELC/PLC supports to help newer teachers plan and implement grade-level instruction; - recruiting fully certified teachers for tested courses and seeking retention strategies.
Trustees asked for further disaggregated data by teacher and campus to identify "hot spots" and requested follow-up reports. Staff said they will provide more granular data when released test items and state-released materials are available, and they asked trustees to continue monitoring progress in monthly board meetings.
