PSJA touts regional leadership in dual credit, improved TAPR outcomes and early benchmark gains
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Summary
District leaders reported that 174 PSJA students completed associate degrees or certificates at the December commencement and presented TAPR highlights showing rising indicators across grade levels; Benchmark 1 snapshots for elementary, middle and high schools show early gains and focused next steps to raise mastery.
PSJA ISD officials used the Jan. 26 board meeting to showcase academic performance indicators that district staff say place PSJA near the top of the region.
Superintendent Marquez highlighted PSJA's dual‑credit partnership with South Texas College and said 174 PSJA students completed associate degrees or workforce certificates at the December commencement, a figure he said places the district ahead of neighboring districts in dual‑credit completions. Trustee comments during the meeting cited significant family savings and the benefits of earlier college access; one board member characterized the aggregate savings for students and families as roughly $96 million, a figure stated as a speaker estimate during discussion.
Marquez and the instructional team then presented highlights from the Texas Academic Performance Report (TAPR) and from district Benchmark 1 assessments. The TAPR summary noted a district accountability rating of a high B for the 2025 accountability year and a special education determination of "meets requirements." Presenters emphasized steady growth across STAR (STAAR) indicators and a five‑year trend in which PSJA increased the percentage of indicators where it ties or leads the region.
Elementary, middle and high school curriculum teams presented Benchmark 1 results showing early gains compared with prior STAR/EOC performance in selected subjects and grades. Elementary Benchmark 1 (grades 3–5) showed particularly strong fifth‑grade performance and plans for data‑driven targeted interventions in grades with adjustment periods. Middle school presenters highlighted algebra and eighth‑grade performance that met district interim goals. High school teams reported encouraging early Mastery and Meets levels in Algebra I, Biology and ELA and described supports for emergent bilingual and special education students.
District next steps and supports
Presenters described a continuous improvement approach: regular data analysis, instructional planning and coaching, progress monitoring tools (iReady, IXL), targeted interventions, and a countdown‑to‑STAR pacing calendar. Trustees asked about vertical alignment and replication of high‑performing campus practices; presenters said executive officers and principals regularly collaborate to share effective strategies and that the district runs frequent reports and six‑week checks to keep momentum.
What to watch
Staff said the district will post the full TAPR and annual report within two weeks as required by law; trustees requested follow‑up detail on which campus strategies will be replicated and additional breakdowns by subgroup for attendance and achievement trends.