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Alice ISD shares preliminary 2025 academic results; Early College earns 'distinction,' district projects B rating
Summary
District staff reported preliminary STAR (grades 3–8) and end-of-course results showing year-to-year gains in several grades and subjects, noted adjustments after state rescores, and presented conservative projections that place the district at a projected districtwide B (81) from a previous D for 2022–23.
Alice Independent School District administrators presented preliminary academic results and projections at the July 21 board meeting, noting growth on several STAR and end-of-course measures and that Alice Early College High School earned designation "with distinction." District staff said state rescoring of student writing responses affected multiple students' performance levels and were incorporated into the district's internal results.
In an overview, the academic presenter walked trustees through grade-level and subject-line results. Examples highlighted: third-grade reading (RLA) approaches rose from 71% in spring 2024 to 74% in 2025, meets rose from 47% to 53%, and masters from 18% to 30%; district staff said state scores also moved, so some gaps to state averages remained in approaches but were closed in other performance bands. In math, third-grade approaches moved from 69% to 71% and meets from 41% to 47%.
The presenter explained that 38 students received rescores on writing samples and that 31 of those changes bumped students to higher performance levels; one high‑school rescoring changed an end-of-course result from failing to passing. The district said it requested rescoring under state protocols and included the updated scores in its reporting.
On accountability projections, staff said they used three sources—an internal analysis (Tango), Education Service Center Region 2 projections and lead-forward accountability tools—and chose conservative assumptions where estimates varied by a point or two. The district shared a projected districtwide B (81) rating, up from the verified D for 2022–23.
Board members asked about the performance of cohorts who missed in-person instruction during COVID; district staff identified math skill gaps for the cohort that were being addressed via schedule changes and intervention programs, including outside intervention providers.
No formal action was required; staff said campuses are developing plans and will continue work before school starts in August.
Action: trustees received the academic update and directed continued campus interventions and reporting to board.
