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PSJA reports broad preliminary gains in early literacy and 2026 STAAR results
Summary
PHARR‑SAN JUAN‑ALAMO ISD leaders presented preliminary 2026 STAAR/EOCEP and early‑literacy results showing district‑level gains at the approaches, meets and masters levels across elementary, middle and high schools; presenters said gains reflect investments in pre‑K programs, new curriculum and targeted interventions.
Board presentation: District leaders told the board that preliminary 2026 STAAR and EOCEP results show measurable gains across grade levels and key subgroups.
Dr. Marquez, who led the presentations, said the district saw ‘‘continued growth in both literacy and mathematics’’ in early childhood assessments and that elementary results exceeded the board’s end‑of‑year progress goals. In the literacy presentation Dr. Claud Gonzalez highlighted assessment tools used (Lion/León, TPRI, I‑Ready) and said kindergarten through second grade showed consistent year‑to‑year improvement.
The elementary overview reported that district performance rose from 74% to 77% at the approaches level, from 47% to 54% at the meets level and from 21% to 28% at the masters level compared with 2025, according to presenters. Officials credited a coordinated early‑childhood approach, partnerships with Head Start and childcare providers, and district adoption of structured literacy and phonics resources.
At the middle‑school level speakers emphasized strong results in algebra I and grade‑8 reading, with algebra 1 showing particularly high meets‑level performance. Presenters cautioned that shifts in enrollment patterns — driven by statewide changes to middle‑school acceleration policies — make year‑to‑year comparisons in some math courses more complex.
High‑school presenters said preliminary end‑of‑course results showed gains in algebra I, biology and U.S. history. Officials reminded the board that some science cut points for grades 5 and 8 remained provisional pending TEA standard‑setting, and that all results were preliminary until TEA posts final data.
Board members asked for campus‑level breakout tables and historical, year‑to‑year growth measures; district staff said they would distribute more detailed comparisons and campus reports ahead of final accountability ratings expected this summer.
Dr. Marquez summarized the district’s interpretation: the preliminary data ‘‘reflect the power of team PSJA’’ and provide a roadmap for targeted interventions and the district’s TIP (Targeted Improvement Plan). The board did not take action on the presentation itself; the briefing will inform future planning and campus support.
