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LTISD trustees review Texas Academic Performance Report and data details
Summary
District staff presented the annual TAPR summary, explaining accreditation indicators, lagging metrics (attendance, graduation), campus performance objectives, masked counts for small incident totals, and postsecondary reporting; trustees asked for clarifications and school‑level breakouts.
District accountability staff presented the Texas Academic Performance Report (TAPR), which combines PEIMS and assessment data and is published by the Texas Education Agency. The presenter explained that the TAPR includes campus performance objectives, accreditation indicators, graduation/attendance rates, participation and subgroup breakdowns, special education determination status, and postsecondary enrollment tracking.
Miss Burbank, who led the presentation, noted the report is a required annual summary under Texas Education Code 39.306 and reminded trustees and the public that the report and supporting links are available on the district website. She described the TAPR as including both current and lagging indicators and walked through items such as third‑grade reading targets and College, Career, and Military Readiness (CCMR) benchmarks.
On specific figures, Burbank said third‑grade on‑grade targets are set for 2028 and reported current 2025 values (for example, third‑grade meets goal: 61% toward a 71% 2028 target; reading meets grade level 70% toward a 75% target). For CCMR, she reported the district is near the five‑year target (87.4% reported for the current period vs. an 88% target for 2028) and flagged that these are lagging indicators. She explained that some violent‑incident fields show "NA" because counts below five must be masked to protect privacy: "We have to mask any data that's less than 5," she said.
Trustees asked for school‑level breakout slides, clarification on masking rules, and whether the district can better track out‑of‑state or non‑Texas student outcomes; Burbank described current senior surveys (Naviance) and offered to work with high‑school counselors on suggested edits to improve longitudinal matching.
The board closed the public hearing on the TAPR after questions and moved on to other agenda items.
