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Humble ISD reports district‑wide gains in mock high‑school assessments and outlines CCMR push
Summary
District leaders presented updated high‑school mock assessment data showing growth in English and pockets of gains in math, biology and U.S. history, and described a multi‑layered strategy — including Texas College Bridge, embedded TSI/SAT prep, expanded dual credit and IBC tracking — they say will boost college, career and military readiness (CCMR).
District leaders told the Humble ISD Board of Trustees that recent mock high‑school assessments show measurable gains in several subjects and that a coordinated set of interventions is under way to lift college, career and military readiness.
Lisa McCoradell, director of secondary curriculum and instruction, said the mock assessments — administered in late February and early March — are early indicators of instructional effectiveness and are not equivalent to end‑of‑course mastery because some content remains to be taught in algebra, biology and U.S. history. Using the district's STAR 2025 results as a baseline, McCoradell said English I and II are showing district‑level growth and that the district has met its interim targets for 'meets' performance in several subjects.
Dr. Melissa Lee and her teaching‑and‑learning team outlined a strategy they said explains the anticipated gains. The district has embedded Texas College Bridge (a college‑prep course accepted by many institutions) into junior and senior English and math course sections, increased Saturdays and in‑class opportunities for TSI testing, and added SAT practice and summer dual‑credit offerings. “We shifted to using state CCMR indicators in 2024–25 and quickly added college‑prep coursework and supports,” Dr. Lee said, noting the district previously recorded little or no credit for those college‑prep measures.
Dr. Udrret (instructional leadership) said the district’s prior strengths — AP, IB and dual‑credit coursework — were complemented this year by attention to TSI and college‑prep courses. He showed projected CCMR increases for 2026 driven largely by expanded college‑prep enrollments and improved SAT/ACT/TSI outcomes.
Career and technical education director Larry Wilson described increases in industry‑based credential (IBC) administration and tracking: the district aligned 56 IBC‑linked courses and expanded professional development for CTE teachers. Wilson said the number of students expected to attempt an IBC rose to about 5,500 this year from roughly 2,200 last year, and that the district is requiring more timely reporting of IBC results to permit quarterly monitoring.
Principals and assistant principals from Atasca and Umble high schools described site‑level interventions: targeted intervention classes, retester sections, Friday pull‑outs, data‑protocol planning days and goal sheets so students can track their progress. Courtney Peterson, Umble High School principal, said counselors, assistant principals and partner consultants work to create smaller intervention groups and targeted after‑school programs.
Board members pressed for detail on measurement and tools. Trustees asked district leaders to confirm use of MAP and other screeners as a funnel — with more diagnostic instruments used after MAP flags students who need support — and for updates on the district’s rollout of SchoolLinks for CCMR tracking. District staff acknowledged technical and upload issues but said they are resolving errors and that counselors are manually ensuring students’ records are current while SchoolLinks stabilizes.
The presentation emphasized that some CCMR gains will lag because indicators depend on multi‑year course sequences and credential completion; leaders said many of the changes put in place this school year will show fuller effects in future accountability cycles. The board received the report and discussion concluded with trustees asking for ongoing updates and campus‑level progress monitoring.
