Arlington ISD presents spring 2024 EOC accelerated-instruction report; district outlines four intervention pathways

Arlington Independent School District staff presented the required public hearing on the district's accelerated instruction for End-of-Course (EOC) assessments and reviewed spring 2024 first-attempt results and the district's intervention pathways on May 1, 2025.

The hearing was presented to satisfy Texas Education Code Section 29.081 and related state guidance that requires districts to report on interventions for students who do not meet satisfactory performance on EOC assessments. Superintendent and district staff framed the report around the state's EOC subjects (Algebra I, English I and II, Biology and U.S. History), and described the district's four pathways for accelerated instruction.

District staff reported that 75% of students who took Algebra I in spring 2024 passed on their first attempt; the district displayed similar first-attempt pass-rate data for the other EOC subjects (district slides provided the spring 2024 first-attempt breakdown). Staff said the district uses four core intervention pathways for eligible students: remediation courses, credit recovery courses, Read 180 and Math 180 targeted programs, and high-impact tutoring aligned to the law. Staff noted that high-impact tutoring is required when other statutory protections (such as designation to a Teacher Incentive Allotment teacher) are not available and that the law limits tutoring to a minimum of 15 or 30 hours depending on the number of courses a student must address. Group sizes are limited to no more than four students per instructor unless a parent or guardian consents to a larger group.

The presentation summarized retesting patterns and outcomes across spring, June and December test administrations; district staff said cumulative retesting produced measurable increases in pass rates (for example an 8 percentage-point increase in Algebra I over multiple retests). The district's budget slide for accelerated instruction was described as an annual figure that includes payroll costs for staff who deliver interventions throughout the school year, and staff emphasized those payroll costs support interventions for students beyond only those who fail on first attempt.

Staff also reviewed Senate Bill 149's provisions for Individual Graduation Committees, which allow a student who has passed at least three of the five required EOC assessments and completed required interventions to be considered for graduation by committee review under the statute.

No members of the public registered to speak during the EOC public hearing. The board closed the hearing at the conclusion of the presentation.

Ending: The hearing met the statutory reporting requirement; district staff will continue to provide updates and operate the four intervention pathways described in the report.