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Preliminary STAR and EOC scores show modest gains; board reviews draft student outcome goals and strategic levers
Summary
Preliminary results presented to trustees showed a 3‑point increase in grades 3–8 domain‑one meets (about 42% to 45%) and a 5‑point district‑level gain on high‑school EOC domain‑one (meets rose about 50% to 57%). The board also reviewed draft five‑year strategic levers and student outcome goals focused on instruction, observation/feedback, PLCs, student experience, staff quality, accountability and global skills.
District academic staff presented early STAR (grades 3–8) and EOC (high school) domain‑one results and a draft set of student outcome goals aligned to five strategic levers.
Preliminary test results: Dr. Ramirez said the district's domain‑one average for grades 3–8 increased roughly 3 percentage points at the meets level (from about 42% to 45%); reading, math and social studies all showed gains (social studies +4, math +3, reading +2). For end‑of‑course (EOC) high‑school tests Dr. Ramirez reported an overall 5‑point increase in domain‑one average and a 7‑point increase at the meets level (50%→57%); subject gains included biology +9, algebra +7, English I/II +3 and U.S. history +1. He cautioned these were preliminary domain‑one numbers; final STAR and EOC outcomes and accountability letter grades await TEA's mid‑July and mid‑August releases.
Strategic levers and goals: Administration presented draft student outcome goals under five strategic levers: Academic excellence (high‑quality, targeted tier‑1 instruction; observation/feedback/coaching; effective PLCs); Student experience (positive school culture; expanded extracurricular access; wraparound services); High‑quality staff (implementation of the Teacher Incentive Allotment and targeted compensation, recruitment/mentoring pipelines); Culture of accountability (transparency, dashboards and fiscal metrics); and Global skills (profile of a graduate, critical thinking, collaboration and bilingual/biliteracy expansion). Trustees provided detailed feedback, particularly about measurement: they asked how family and student survey response rates (currently about 25%) will affect targets, how CCMR (college‑, career‑and‑military readiness) data are lagged and measured, and how early‑childhood literacy and math baselines will be set given assessment changes.
Administrators said they held multiple stakeholder sessions (school leaders, teachers and associations) and will finalize baselines when TEA releases final STAR/EOC data in July. Trustees asked administration to publish clear dashboards so the public can track domain‑one performance, growth, CCMR and early‑childhood benchmarks.
What comes next: administration will incorporate final TEA data to set numerical baselines and then return the refined student outcome goals and dashboard metrics to the board for adoption in August.
