‘We’re excited!’
Dublin ISD has received the highest accountability rating in the county, and administration, teachers and parents are excited about the good news.
The Texas Education Agency recently released the 2022 A-F accountability ratings for school districts and campuses, the first to be issued since 2019 due to two years of COVID-related pauses.
“I am so incredibly proud of our students, staff and families that all understand the importance of an education,” DISD Superintendent Melissa Summers said.
The district received a 94 – or an A rating, compared to 93 in 2019.
Scores are comprised of student achievement areas such as STAAR performance, college, career and military readiness and graduation rate along with school progress areas such as academic growth, relative performance and closing the gaps.
Each campus is also eligible for distinction designations which are awarded when a school or district shows exceptional achievement in certain areas.
As a district, DISD received the distinction of postsecondary readiness which gauges if students are prepared for the next step after high school, whether it is a trade school, a community college, the military or a university.
“When they graduate, they are prepared for any opportunity,” Summers said.
With DISD having 70.7% economically disadvantaged students and 19.3% bilingual/ ESL students, achieving high scores is not an easy task, Summers said.
“Whether it is social, emotional or educational, our teachers and staff don’t hesitate to step up and provide for our students,” she said.
Another hurdle the district has dealt with just like other schools is students and educators constantly being absent potentially 10 days at a time due to COVID-19.
“When we have scores this high, it speaks volumes to how our educators are being intentional with their teaching,” Summers said.
On campus levels, Dublin Elementary School received a 96 – or an A rating, compared to a 97 in 2019.
In 2019, Dublin Elementary was named as a Blue Ribbon School as one of the top 20 schools in the nation.
As far as distinction designations go, the elementary campus received every single one they were eligible for – ELA/Reading, mathematics, postsecondary readiness and comparative closing the gaps.
At Dublin Intermediate School, growth was seen with an 89 – or B rating – compared to an 84 in 2019.
“We almost made it,” Summerssaid,aboutreceiving a B. “I’m very proud of their work.”
The intermediate received four distinction designations including mathematics, science, postsecondary readiness and comparative closing the gaps.
The campus improved in every single measurement that comprises its score.
Dublin Secondary Campus with DHS and DJHS received a 90 – or an A rating, compared to an 89 in 2019.
They received five distinction designations including science, social studies, comparativeacademic growth, postsecondary readiness and comparative closing the gaps. In 2019, the campus only received two distinctions.
In Erath County, Bluff Dale ISD received a 76 (C Rating) Three Way ISD received a 76 (C rating), Morgan Mill ISD received a 86 (B rating), Lingleville ISD received a 90 (A rating), Huckabay ISD received a 90 (A rating), Stephenville ISD received a 91 (A rating).
1,195 districts and 8,451 campuses were rated this year, with returns showing promising signs of progress in Texas’s efforts to catch students up academically. Driven by significant gains in student academic growth, 2022 saw 25% of districts and 33% of campuses improve their letter grade from 2019. 18% of high-poverty campuses in Texas were rated an A, continuing to prove that demographics do not equal destiny.
“These results show our state’s significant investment in the post-pandemic academic recovery of Texas public school students is bearing fruit,” said Texas Education Commissioner, Mike Morath. “I’m grateful for the driving force behind this year’s success: our teachers and local school leaders. Statewide policy in Texas continues to remain focused on meeting the needs of students, with an accountability system that supports high expectations, robust tutoring supports, rigorous curricular resources, and an investment in evidencebased training for our teachers.”