[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",5973295,"mediaKeyId","5830395-61695740d17a4ed48cf76c1c618747ed","parentId",5830395,"title","AISD presents 2024–25 STAAR results: mixed gains, wide gaps for economically disadvantaged students","audioSeconds",549,"startMs",2751000,"endMs",3300000,"viewUrl","/Search/View?dp=1&key=5830395-61695740d17a4ed48cf76c1c618747ed&start=2751&end=3300","thumbnailUrl","https://assets.pipeline.soar.com/5830395-61695740d17a4ed48cf76c1c618747ed/thumbnail_2751000.jpg","articleUrl","/articles/5973295/Texas/AISD-presents-202425-STAAR-results-mixed-gains-wide-gaps-for-economically-disadvantaged-students","mediaUrl","https://secure.pipeline.soar.com/5973295-a1094aa37991d5efb2e0fce91315f687/orig.mp4?Expires=1770697874&Signature=NDypf7Mi46fO51BqDe03VLDnN~ncWqzg24MqbTT6qaSNDuKuau2Aw6PHgEsZNgE~DeFuGoRtXSI3INDm3olI~7repd68XBEsmq0gOOQANFn4eCSBMDWzSr1LWIPLtLhurf3gxT7k0qq6N9GmcE72Bx4GtLDYOfOTRDzUcciW7IxJxMlOkkFKAZHvtSWL4DQ-STCnaqLApFq1BMMz4qNkGCjrQ4Oh6~xbThUoG~2VITgHKd35Wy2efh0sdovZw~6QXSJSZ1Q6pALxGtY~VfDH-uSPcKDXUY~4sZVlxW3E4GW8BA~nX7kr5iiJpfSAQWcbn1symHSrPYtr7VNVUWrI4w__&Key-Pair-Id=KUT5TJCACFTXG","author","AUSTIN ISD, TEXAS","date","2025-09-26T04:51:32.58Z","article","Austin ISD staff on Thursday presented 2024–25 state assessment (STAAR) results to the board, describing modest rebounds in several subjects but persistent and significant performance gaps by economic status.
Dylan Feenan, director of campus and district accountability, led the presentation and summarized key findings: for STAAR grades 3–8 combined, 23 percent of economically disadvantaged students scored at \"meets grade level\" or better compared with 72 percent of students who are not economically disadvantaged. For STAAR end‑of‑course exams the gap was 33 percent versus 83 percent, Feenan said, calling the disparity “significant.”
Feenan walked trustees through subject‑level trends: reading showed increases in some grades and a rise in middle‑school English I mastery; math demonstrated signs of stabilization after the sharp drops immediately following the pandemic and the 2024 administration; and science showed gains in 2025 after several years of decline, with particularly noticeable improvement in eighth grade.
Presenters explained several assessment changes since 2020 that affect longitudinal interpretation: STAAR moved to universal online testing, added new item types and cross‑curricular passages, and changed writing scoring to an evidence‑based rubric rather than a standalone essay prompt. Joshua Judd, executive director of governance, accountability and board services, introduced the presenters and framed the presentation as focused on assessment results rather than the TEA accountability framework, which will appear in the annual TAPER report.
The district’s Support Resource Index (SRI) — a tool the superintendent has used to prioritize staffing and additional supports at high‑need campuses — was highlighted as a key strategy to address disparities. Feenan said the district will continue staffing priorities such as instructional coaches and content interventionists at higher‑need campuses and will focus on fidelity of multi‑tiered systems of support (MTSS) and high‑quality instructional materials to accelerate progress.
Trustees asked for comparisons with statewide trends and for more disaggregated data. Dylan Feenan and other staff said the district tends to underperform the state on measures driven by economically disadvantaged students, while being on par or better in mastery for some groups; staff offered follow‑up materials and said a more detailed TAPER report will be available later in the fall.
The presentation underscored the district’s continuing work to translate investments — curriculum, staffing and targeted supports — into measurable gains and to narrow the gaps evident in the 2024–25 results.","mediaType","Video","parentTitle","Board Regular Voting Meeting: September 25, 2025","oneSentenceSummary","District staff reported modest recovery in some subject areas for 2024–25 but flagged persistent disparities: 23% of economically disadvantaged students met grade level on 3–8 STAAR versus 72% of non‑economically disadvantaged peers; EOC disparities were similar.","taxTitle","AUSTIN ISD, School Districts, Texas","taxId",12954,"location","Texas","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},5973300,"Superintendent: AISD to align turnaround plans, academic framework and consolidations as TEA deadline shifts",318,960000,1278000,"/Search/View?dp=1&key=5830395-61695740d17a4ed48cf76c1c618747ed&start=960&end=1278","https://assets.pipeline.soar.com/5830395-61695740d17a4ed48cf76c1c618747ed/thumbnail_960000.jpg","/articles/5973300/Texas/Superintendent-AISD-to-align-turnaround-plans-academic-framework-and-consolidations-as-TEA-deadline-shifts","https://secure.pipeline.soar.com/5973300-9ed20195da3042c41bbf3bb325f50435/orig.mp4?Expires=1770697874&Signature=DYX3n0ZESlxfY8ijkTsM4aT7whKIxPJ-zF9F~oNpdn7w2vok1ytq9kmUDs7b6uhj81kBt6hU0mnF8AFjCUjf-kGs1-bBRRnUfgf3TXk3oXiRtsWd3~J7k8rBHVqY5mdZGXG4DdnGlSryL3xACC8BZKFNEeKjRFXXTEo9MhaCu1DimREBXNzTSQTCs~bBMKhAvKsav7~uAYCEIsNhAdrwZxXYF77Z-QBpz0ltUfoY8kVxYO3ofA1hNZTQv4kE0LTvP5srVdN~szEYSCS8hyQK-MVka~Kn-OKpi4Sny47KyEVj8b95ul5wivx~X10tzERyodqSrxAzumNssklBHh1K3w__&Key-Pair-Id=KUT5TJCACFTXG","Superintendent Paul Segura told the Austin ISD Board of Trustees on Thursday that the district is moving quickly to finish required turnaround plans and to develop an academic framework intended to align instruction across schools while conserving budget resources.
Segura described the academic framework as an 18‑month effort that will establish a baseline academic program, guiding principles and milestones for community engagement. “An academic framework creates the structures for quality and alignment of the district's educational plan, ensuring that high quality learning experiences are available to all students,” he said.
On turnaround plans required by the Texas Education Agency, Segura said the submission date recently changed from a previously communicated mid‑November deadline. “When we first were notified … it was on November 14. We just found out about a day ago that it had… it's now been moved to the 20 first,” he told the board, adding the change “aligns up well with the board meeting on the twentieth,” and will allow the district to sequence community engagement and board review.
Segura described ongoing community feedback opportunities — campus advisory council meetings, principal coffees and phase‑2 surveys — and said the district will continue to offer multiple in‑person and virtual engagement sessions. Ally Goedici, senior executive director of communications and engagement, said three of the open houses will be virtual and that principals are offering hybrid options for local meetings.
Public speakers at the meeting urged the board to slow top‑down turnaround actions and to center communities in planning. Former trustee Leticia Anderson, speaking by recorded message about agenda item 14.2, said the district’s updated scorecard “highlights five constraints… On paper, these commitments sound powerful, but the picture they paint today is one of failure,” and called for “solutions, not excuses.” Maria Alice Ruiz, a Sanchez Elementary dyslexia interventionist, urged trustees to retain certified teachers and to prioritize services for students in turnaround campuses.
Several recorded callers and attendees also raised mental‑health concerns. Helen Miller asked whether the district’s interlocal agreement with Austin State Hospital guarantees inpatient access for AISD families in mental‑health crises and how the district’s agreements with Travis County connect to crisis care.
Segura framed the broader effort — which includes school consolidations, boundary changes and program alignments — as necessary to protect the district’s financial solvency and long‑term program stability. He said administrators are building transition frameworks for affected staff and students and emphasized the work is delicate: “We are going to continue to have feedback opportunities… we certainly recognize that the timeline is not a timeline that we would like to have,” he said.
The superintendent also said the district has made a change to make progress reports more accessible on mobile devices and encouraged families to engage in the phase‑2 survey, which the district extended to Monday the 29th.
Board actions later in the same meeting included adoption of an amended scorecard and approval of updated monitoring and governance documents; trustees and staff indicated those decisions will be reflected in forthcoming plan submissions and board materials.","Superintendent Segura told trustees the district is accelerating work on turnaround plans and a district academic framework while seeking more community engagement; he said the state submission deadline for campus turnaround plans recently shifted, giving the district additional time to present plans in late November.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},5973304,"Austin ISD board narrows district scorecard, keeps three constraints after extended debate",3634,5116000,8750000,"/Search/View?dp=1&key=5830395-61695740d17a4ed48cf76c1c618747ed&start=5116&end=8750","https://assets.pipeline.soar.com/5830395-61695740d17a4ed48cf76c1c618747ed/thumbnail_5116000.jpg","/articles/5973304/Texas/Austin-ISD-board-narrows-district-scorecard-keeps-three-constraints-after-extended-debate","https://secure.pipeline.soar.com/5973304-7fe144149baf414ba34516330a17488a/orig.mp4?Expires=1770697874&Signature=CwV02me6BKVQ34BieQeAZm7oI0OwTComPXf1Qu-69fSB8msUnrwo4L6mSWjjlklClQAdfcpq3PULigz9~oEuKy6yUw1RMY6i1PUmAx0nw7-Omt9HDjgOxgh7GRwZIjeoL~G~ZrW6-Aea3FtccTJ2y7dgedweECT0qyaUjPz4dSAGeW1Yd7OmsDewAiGjewVJ4pJtcInLpZWnjOPh1TZZQoIiCFC8pz9dfgmSbEgWhKlcPF0nJS9TukqUN0uQ~48SleekX0T5DTurOcyVlW45EGm4WEoi37HpnMUpa6RQd~Iqsv0uNhzHSwyXFVtTWBieEz1lOyOcv9VlzAdHzL6LIQ__&Key-Pair-Id=KUT5TJCACFTXG","Austin ISD trustees voted Tuesday to narrow the district scorecard to three student‑outcome goals and to retain three monitoring constraints aimed at underserved students, dual‑language program fidelity and district accountability.
The board approved removing two goals and two constraints in a pair of votes that followed an extended discussion among trustees about reporting burdens, community priorities and how the scorecard drives budget and program decisions. Vice President Willie Chu moved the first measure to cut the goals; the motion passed 6–2. The board later voted 6–2 to reduce the constraints to three, keeping constraint 1 (underserved students), constraint 3 (dual‑language fidelity) and constraint 5 (accountability tied to unacceptable campus ratings).
The measures change what the board will monitor formally under the Lone Star Governance reporting structure. Trustee Josh Kaufman, who spoke several times during deliberations, said he appreciated narrowing the list but urged the board to preserve attention to middle‑school algebra and other instructional priorities: “I would like to maintain goal number 4 related to middle school algebra because of the importance of our students continuing into, or I'd like to have that discussion at least,” Kaufman said during the debate.
Other trustees pressed two related themes: that the district is already stretched by turnaround plans, consolidations and a tight budget, and that the scorecard must still reflect community values such as caregiver engagement and developmentally appropriate early learning. Trustee Catherine Singh asked the board to keep the dual‑language constraint and the new accountability constraint and to retain the algebra goal; Singh said monitoring dual language remains important because the board policy requires yearly briefings on implementation.
Superintendent Segura told trustees the administration will comply with whichever scorecard the board adopts and reiterated that reporting requirements under Lone Star Governance impose specific content and format rules. “We will do all of this,” Segura said during discussion about constraints and monitoring. He emphasized that the work behind the scorecard will continue regardless of the formal items the board chooses to list.
The board then adopted the amended scorecard and directed staff to include the approved goals and constraints in the Board Handbook and monitoring calendar. Supporters of the narrowed scorecard said trimming formal monitoring items reduces reporting burden on staff and allows the district to focus resources on implementation. Opponents expressed concern that removing items could be read by the public as deprioritizing caregiver engagement and early learning.
Board members also approved updated board guardrails and the board monitoring calendar in related votes later in the meeting. The board's discussion repeatedly referenced the district’s agreed‑order work with the Texas Education Agency and the constraints of Lone Star Governance during the deliberations.
The board's decisions set the district's formal monitoring priorities for the coming year and shape the content of future briefings and budget trade‑offs.","After more than two hours of discussion, the Austin ISD Board of Trustees voted to reduce the district scorecard from five goals to three and to keep three constraints focused on underserved students, dual‑language fidelity and accountability. The votes were 6–2 on both major motions.","actionData","errors"]

Article not found

AISD presents 2024–25 STAAR results: mixed gains, wide gaps for economically disadvantaged students

Superintendent: AISD to align turnaround plans, academic framework and consolidations as TEA deadline shifts

Austin ISD board narrows district scorecard, keeps three constraints after extended debate