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HISD officials report multi-year gains on state end-of-course exams; superintendent highlights Algebra I growth
Summary
Superintendent Mike Miles told the board that Houston ISD posted multi-year gains across state end-of-course exams, with Algebra I proficiency rising substantially; trustees pressed for clarity on cut scores and whether higher test results reflect broader learning gains.
Superintendent Mike Miles told the Houston ISD Board of Managers on June 11 that the district has posted notable gains on state end-of-course exams after three years of intervention, and he urged the board to focus on the higher proficiency bar he calls “Meets Plus.”
Miles said Algebra I proficiency rose to 58% in 2026 and that, overall, the district moved from being well below state averages to being at or above the state in several EOCs after three consecutive years of increases. “That is incredible growth from 2023 to 2026,” Miles said during the presentation, calling the results “unheard of” for a district of Houston’s size.
Board members and public speakers pressed for details about what each percentage means in practice. Dr. Maria Benzon, an elected trustee who asked several questions during public comment, asked, “What does 82% actually mean? … What is the cut score?” Benzon said higher raw pass-rates do not automatically equate to deeper learning and pressed the administration to separate “passing” from true proficiency.
District staff emphasized they are reporting both “approaches” and the higher “Meets Plus” proficiency metric that Miles said better indicates grade-level competence. Miles and his team also said more students are taking Algebra I (including additional 7th- and 8th-grade students) and that the increases represent both expanded access and higher proficiency.
Separately, the board heard a monitoring report on college- and career-readiness (CCMR). Deputy Chief Jill Quinn and Director Allison Levki reported that, as of mid-year, about 21% of the current 11th-grade cohort met TSI criteria in both math and reading and that the district is on track to meet a 22% target. Levki said most students meeting the criterion did so via SAT performance and described plans for expanded TSI-aligned coursework and boot camps next year.
Why it matters: Gains in EOC proficiency can affect school ratings and state accountability measures and shape next year’s priorities for curriculum and staffing. Trustees asked district staff to provide additional breakdowns — including how many students contributed to the gains and how subgroup improvements were measured — at a later date.
The board did not vote on the results; the presentation and questions were part of a regular reporting cycle. The administration said more 3–8 results will be released in the following week and that staff will return with more detailed subgroup and growth data.
