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Crowley ISD reports midyear academic gains in math, mixed results in reading and science
Summary
District leaders presented midyear benchmark data showing notable math gains (including strong middle‑school growth tied to double-blocking) and mixed results in English language arts and science; administrators outlined targeted gap‑map interventions, PLC work, and planned benchmarks ahead of STAAR testing.
Dr. Milner presented a detailed midyear academic progress update comparing fall benchmarks year‑over‑year and identifying both gains and areas needing intervention. He said the district is "about 10 percentage points above where we were last November at approaches" in overall math and highlighted a cohort of 7th‑graders with a 46 percentage‑point gain attributed to double‑blocked math instruction.
At the same time, English Language Arts (ELAR) showed stagnation districtwide with specific grade‑level concerns (notably 3rd, 5th and 8th grades at some campuses), and science was mixed with a drop at the approaches level but gains at mastery. Dr. Milner described action steps including gap‑map meetings with campus leaders, targeted interventions, use of IXL and other personalized software, PLC lesson rehearsals, and additional tutoring and Saturday school opportunities.
Trustees asked clarifying questions about cohort vs. grade-level data, teacher turnover in 5th grade, and whether double‑blocking could be extended to other content areas. Dr. Milner and Superintendent McFarland said campuses have campus‑level action plans and that the district will monitor progress through upcoming spring benchmarks and TELPAS windows.
