Canutillo ISD sees mixed assessment results; district letter grade falls to C
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Summary
District staff presented STAR/STAAR and EOC results showing elementary gains in reading, mixed secondary math outcomes tied to acceleration decisions, and an overall district accountability score that fell from 80 (B) to 78 (C); trustees asked for targeted action plans for secondary campuses.
District academic staff presented 2024–25 assessment and accountability results and explained drivers behind campus ratings.
Jessica Harrison, who presented disaggregated STAR/STAAR and end‑of‑course (EOC) outcomes, said elementary campuses posted meaningful gains in reading and that some fifth‑grade cohorts demonstrated strong growth. Middle‑school and high‑school results were more variable. At the secondary level, administrators cited effects from acceleration pathways (moving students into higher‑grade courses) and staffing reductions as partial explanations for lower meets/mastery percentages in some middle‑school math cohorts.
Harrison reviewed EOC data showing combined performance such as: English II (63% meeting grade level), U.S. history (71% meeting grade level; 35% mastering) and biology (61% meeting grade level). Algebra I was reported at 56% meeting grade level with 32% mastering, a combined figure that includes middle‑school accelerants. On TELPAS (English language proficiency) staff noted good performance at elementary levels but recommended sustained support at secondary levels to reduce performance declines over time.
The district’s overall accountability score dropped from 80 in 2024 (B) to 78 in 2025 (C). Harrison and trustees said academic growth remained steady in some domains but was insufficient to offset areas where relative performance and gap‑closing metrics declined. Trustees asked administration for one‑page summaries of ratings, campus‑by‑campus action plans and best practices from higher‑performing campuses to inform districtwide strategies.
Trustees emphasized secondary supports, high‑quality instructional materials and targeted staffing as near‑term priorities. Administration described ongoing strategic supports for struggling secondary campuses, including targeted coaching, schedule adjustments and increased use of curriculum resources.
