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Lancaster ISD officials present 2024–25 TAPR: district reports $72.3M in revenue, C rating and 16 distinctions
Summary
Lancaster ISD leaders reviewed the Texas Academic Performance Report for 2024–25 at a Jan. 7 public hearing, reporting a $72,296,008.80 revenue fund, an overall accountability rating of C, 16 distinctions, a special education determination of 'needs assistance' and ongoing instructional supports to boost growth.
Lancaster ISD presented its Texas Academic Performance Report (TAPR) for the 2024–25 school year at a public hearing on Jan. 7, where district staff summarized academic, programmatic and financial indicators for trustees and the public.
"This evening, I will be presenting our report, our Texas academic performance report for the 2024–25 school year," said Betania Bell, the district presenter, introducing the TAPR and how public users can access the full report via district and state websites and QR codes.
Bell reported the district's total revenue fund for 2024–25 as $72,296,008.80 and stated the district was accredited. She said the district received 16 distinctions across campuses and that ASVAB career-readiness testing was offered twice during the year. On safety metrics, Bell told the board that the TAPR reporting showed no criminal or violent incidents for 2024–25.
Bell also said the special education department's determination for the previous year was "level 2 — needs assistance" on the 0–4 TEA determination scale and that staff are working to improve that rating.
Dr. Barker, who followed the presentation, highlighted the district's secondary gains and commended the high school as a district strength. "We have a 100% graduation rate," Barker said, and added that surrounding districts have inquired about Lancaster ISD's practices.
In a question-and-answer session, board member Mr. Jones asked how the TAPR and domain 2 (school progress) data are being used to inform instruction. District staff said the TAPR data serve as baseline information for campus and district improvement plans (CIPs/DIPs), inform coaching placements and guide interventions. The district described a tiered support approach (described in the presentation as a "3-2-1" tiering system) to provide differentiated teacher and student supports.
On accelerated math, presenters said identification for Algebra I begins well before eighth grade — the district said it examines top-performing students beginning in fifth grade (the presentation described taking the top 40% in fifth grade) and then monitors students through grades 6–8 to ensure they receive prerequisite content and supports.
Responding to concerns about early-grade reading, the district described steps taken when instructional disruptions occur (for example, when a teacher is out on leave), including having coordinators step in, adjusting coaching structures, and using benchmarking and MAP data to track growth across the year.
Dr. Pereira framed the district's work as a blend of practice and context, noting that many students face high levels of economic deprivation while the district has pursued steady progress in outcomes. "It is an art and a science to teach and learn," he told the board.
The public hearing closed after trustees indicated no additional board or public comments and the board adjourned.
What happens next: TAPR materials and a TAPR summary link were made available online for trustees and the public; district staff said they will continue to use TAPR and internal data to guide improvement plans and schools' coaching and intervention work.
