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District MAP data shows broad student growth; staff flag Spanish‑reading scores for further work
Summary
District staff presented MAP growth decile analysis showing overall gains across subjects and improvements among some historically underperforming groups, while identifying Spanish reading for non‑native English speakers as an area needing more targeted work.
District assessment staff presented end‑of‑year MAP results showing district growth well above national median benchmarks in most deciles and subjects while highlighting remaining gaps for some student groups.
Jeff Mann told trustees the district’s achievement deciles show “very atypical growth” with seven of 10 deciles more than 2% from MAP’s middle line, and that spring growth moved many student groups from average to high growth bands. He said interventions appear to be helping the most struggling students; for example, blue and green bars on the district’s growth graphs indicate substantial year‑over‑year gains for students previously in the lowest deciles.
“Whenever we look at these numbers, this allows us to report where we see — one of the things our MAP rep always reminds us — we see very atypical growth in our district,” Mann said.
Mann walked trustees through subject‑specific results (math, reading and science) and noted strong gains in algebra and biology, while calling out Spanish reading for non‑native English speakers as a persistent area needing improvement. He also reported that the district reduced the share of students in the lowest decile from 7.2% in spring 2025 to 6.2% in spring 2026.
Trustees asked technical questions about small subgroup sample sizes and per‑test versus per‑student counting; Mann explained the analysis is per test over fall, winter and spring windows and that small populations can produce wide swings, so the district examines multiple measures when making program decisions.
What’s next: staff will use MAP and STAAR data together to target interventions and continue monitoring student groups with persistent gaps, with additional emphasis next year on Spanish‑language reading supports for non‑native English speakers.
