Harlingen CISD held a public hearing to present the district’s annual report based primarily on the Texas Academic Performance Report (TAPR), covering student assessment results, program participation, attendance, graduation and college-, career- and military-readiness (CCMR) indicators.

Cindy Castillo, the district’s coordinator for assessment and accountability, told trustees the annual report is a comprehensive, disaggregated document that includes assessment performance (STAAR approaches/meets/masters by grade and subject), annual growth measures, accelerated-learning indicators, bilingual/ESL program breakdowns, participation rates, chronic absenteeism, graduation and dropout figures, and CCMR indicators (TSIA/ACT/SAT results, AP/dual-credit participation and industry-based certifications). She noted the TAPR released in December 2024 does not yet include accountability ratings that remain pending litigation, so the report reflects the most recently available, validated data.

Castillo said the TAPR contains multi-year comparisons (for example, 2021–22 and 2022–23) for many elements and that the district’s annual report includes financial (PEIMS) data, staff demographics and program-roster information. She described the TAPR as “a data-geek’s paradise” because it provides deep disaggregation by student group and program type.

Trustees asked how the TAPR helps guide district practice. Superintendent Doctor Corton and Castillo said that while much of the TAPR is retrospective, the trend data—particularly year-over-year performance, subgroup results and comparisons with state and regional data—help the district identify areas for targeted professional learning and program planning. District leaders committed to presenting high-level takeaways and priority actions (for example, CCMR or targeted accelerated learning) to the Transform Teaching & Learning Committee in May or June.

Castillo said printed copies of the annual report are available on request but that the district has published the report on its website and that staff can provide paper copies for community members who request them. She also noted a pending Spanish-language glossary published by TEA and said the district will link it once available.

Ending: The district will bring a short summary of TAPR takeaways and recommended priority actions to the Transform Teaching & Learning Committee (expected May or June) so trustees and leadership can use the findings to shape professional learning and targeted supports for the coming school year.