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Parent cites TAPR gaps in special education; board hears public concern during TAPR public hearing
Summary
At the TAPR public hearing a parent urged the board to adopt measurable improvement plans for special education and attendance after citing TAPR figures showing lower outcomes and higher chronic absenteeism for students receiving special education.
During the public hearing on the district’s 2024–25 Texas Academic Performance Report (TAPR), Dr. Liz Penon told trustees the TAPR shows Crowley ISD’s accountability score as a C and a special education determination status of “needs assistance.” She said the TAPR highlights “sizable achievement gaps” and raised specific data points for trustees to address.
Penon said the TAPR shows district-wide reading proficiency at 43 percent but only 22 percent for students receiving special education. She also cited attendance and staffing indicators, noting district chronic absenteeism at 24.4 percent and a 34 percent chronic absenteeism rate for students in special education at one middle school, and asked the board for a written improvement plan with measurable targets, MTSS (multi-tiered systems of support) and regular public progress updates.
Mr. Hill and district staff presented the TAPR-derived school quality reports and explained how the district compiles and publishes the annual report. The board acknowledged the concerns and staff committed to monitoring and reporting improvement efforts. No formal action was taken beyond accepting the public hearing and moving to the consent/discussion items on the agenda.
