Ysleta ISD trustees hear TAPR showing strong CCMR and equity gains, note gaps in 7th‑grade math
Loading...
Summary
Superintendent presented the Texas Academic Performance Report, highlighting high college‑career‑military readiness (92.3%), strong special education and emerging bilingual results, and district funding mix; trustees pressed staff on 7th‑grade math declines, college completion rates and discipline coding changes.
Superintendent Doctor de la Torre presented the district’s Texas Academic Performance Report (TAPR) on Jan. 14, telling the Board of Trustees that Ysleta ISD outperformed the region and state in most tested areas and recorded a 92.3% college‑career‑military readiness (CCMR) rate for the graduating class of 2024. He said the district’s strengths include high meets‑level performance in reading, math, science and social studies and above‑average outcomes for students in special education and emerging bilingual programs.
The superintendent and Chief Academic Officer Doctor Bridal Chacon walked trustees through disaggregated charts showing campus‑level differences, growth metrics and post‑secondary outcomes. On CCMR the presentation explained how students meet the indicator (industry‑based certificates, dual credit, associate degrees, AP scores, TSI/TSI‑2, SAT/ACT benchmarks), and why the composite rate can exceed individual indicator percentages — many students meet multiple indicators.
Trustees questioned the relationship between a high CCMR percentage and longer‑term college completion. District staff noted the data source is Texas‑only: students who enroll out of state or at some private institutions may not be captured. Staff also flagged that a growing share of graduates need remedial coursework at college and that the district is studying why some campuses show lower college persistence despite strong CCMR figures.
The superintendent acknowledged an ongoing concern in seventh‑grade mathematics and said the district is piloting targeted interventions, including use of analytics and AI‑driven review of scope and sequence to locate gaps in instruction that precede seventh grade. Trustees asked for continued reporting on those interventions.
The presentation included recent discipline statistics and a staff explanation that some apparent swings (for example, a drop from 74 to 0 in one coded category) reflect state reporting and coding changes rather than a literal elimination of incidents. Staff said the district is reviewing incident codes to ensure consistent campus coding and to explain year‑to‑year changes.
The district’s revenue mix was shown: roughly 12% local property tax, about 62% state funding, and the remainder federal and other local sources. The superintendent said the district spends approximately 56% of its budget on instruction with the remainder on maintenance, leadership, food services and counseling. He said the district will continue to seek efficiencies while protecting classroom resources.
The board did not take action on the TAPR presentation; trustees directed staff to follow up with additional analysis on CCMR disaggregation, seventh‑grade math strategies, and a clearer breakdown of the discipline coding changes. The next TAPR‑related staff report was expected as part of the regular academic briefing cycle.
