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Bryan ISD presents TAPR findings, warns new state test format lowered statewide scores
Summary
District leaders presented the annual Texas Academic Performance Report and told trustees that state changes to STAAR item types and online delivery contributed to a statewide dip in results; administrators outlined interventions for early literacy, math and supports for English learners.
Bryan ISD trustees heard the district's annual Texas Academic Performance Report during a public hearing, where administrators said the district outperformed comparable peers in several categories but saw declines that align with statewide testing changes.
Dr. Morris, who led the data presentation, told the board, "I think part of it is just the test itself. The whole state saw a dip." He said changes in item types and an expanded computer-based testing platform now require students to complete tasks such as drag-and-drop, graphing and short constructed responses that were not previously used at the same scale with younger grades.
The district framed the results in the context of a comparable-group analysis (five similarly sized districts) and the state average. Dr. Morris noted Bryan ISD still outperformed the comparable group on several measures and that "master's-level" performance remained strong in many grades. He summarized the district's approach to meeting House Bill 3 goals by reinforcing systematic literacy instruction (Reading Horizons), daily mastery checks in math, and targeted small-group interventions to address gaps as soon as they are identified.
Trustees raised questions about timing and implementation of interventions. One board member asked whether training and remediation had been in place before the latest tests; presenters said much of the work was ongoing but that the new item types and online administration represent a learning curve for students and staff. The presentation also noted the high share of English learners (about 30% districtwide) and explained that writing tasks embedded across subjects create additional challenges for students still developing academic English.
Administrators urged that the public and policymakers interpret the new results cautiously. "The Commissioner of Education wanted us all to know as well," a district presenter said, "that we should expect lower results even if the students improved." The presentation closed with district-level action steps to expand practice on the testing platform, strengthen early-literacy supports and continue CTE and counseling efforts that contribute to long-term graduation and CCMR outcomes.
Next steps include continued campus-level data conversations, posting the full annual report on the district website, and ongoing monitoring of state accountability changes.
