Preliminary spring STAAR: Lubbock ISD sees growth in some grades but misses several third- and eighth-grade goals; CCMR goal met
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Summary
Lubbock ISD officials presented preliminary 2025 STAR/STAAR results showing mixed gains: the district missed board goals for third-grade reading (48% meets; goal 56%) and third-grade math (46% meets; goal 55%) but met the CCMR goal at 88%.
District assessment leaders presented preliminary spring 2025 STAR/STAAR results and a status update on board goals at the workshop portion of the Lubbock ISD meeting.
Miranda Rovacaba, executive director of assessment and accountability, told trustees the results are preliminary and final accountability files will be confirmed mid-July. She summarized performance by grade band and campus, noting that many English-language and Spanish-language group comparisons aligned closely with state results; in several elementary grades Spanish-test takers outperformed the state averages.
Key board-goal status: - Third-grade reading: board goal was 56% at the "meets" level; district achieved 48% and did not meet the target. - Third-grade math: goal was 55% at "meets"; district achieved 46% and did not meet the target. - Eighth-grade reading: goal 55% "meets"; district reached 51% (short of the goal but up from prior year). - Eighth-grade math: district was below the state overall but showed a more than 10-point jump districtwide because the districtmoved advanced seventh-grade students to the eighth-grade test this year; staff had expected a one-year dip in seventh-grade scores as a result of that shift. - College, Career and Military Readiness (CCMR): district goal 85% was met at 88% (data are lagging and reflect an earlier cohort).
District leaders described follow-up steps: targeted professional development, vertical alignment on writing from K-3, more frequent grade-level math meetings at middle school, expanded walk-through and coaching expectations for administrators, a pilot of 50/50 instructional-coach roles at six campuses, and tiered campus supports for schools requiring intensive assistance.
Trustees asked for more detail about students who are failing and emphasized the need to target interventions to raise performance in areas that remain weak. Staff said they will continue to provide campus-level growth and performance data to the board.