Azle students make mid-year gains

AZLE — With the end of the school year approaching, the Azle Independent School District is proud of the gains and growth it made in the latter half of 2024.

AISD Director of Secondary Curriculum and Federal Programs Jordan Thiem presented the district’s middle of year report at a Feb. 24 board of trustees meeting. These metrics provide insight into student growth and performance based on national Measures of Academic Progress assessments. The report, which covers English language arts, reading and math, provides predictive data for standardized testing and identifies trends across grade levels.

The report highlighted positive progress in Azle student reading skills with six out of 12 grade levels ranked in the top half of the country in growth percentile. No grade levels fell into the bottom third percentile growth, though the least growth was observed in the middle grade levels. Five of 12 grade levels showed an increase in growth compared to last year’s MOY assessment.

One key observation, Thiem noted, is the continued impact of learning gaps created during the COVID-19 pandemic, especially in students who were just starting school at that time.

Azle students’ math progress was similarly encouraging. Five out of eight grade levels ranked in the top third of the country in growth percentile. No grade levels were in the bottom third in growth, but the middle grade levels again experienced the smallest gains. Four of nine assessed grade levels showed improvement in math compared to last year’s MOY data.

The report underscored the district’s efforts to address math instruction challenges, particularly from fifth to eighth grades, where growth has been slower. Thiem said the district is currently analyzing student data to come up with strategies that continue boosting student progress for this age group.

Thiem emphasized that the MOY report serves as a critical tool for instructional planning. The data helps predict student outcomes for STAAR tests and end-of-course exams, allowing educators to adjust their strategies ahead of time.

Another major takeaway for Thiem was how transitions between campuses often resulted in temporary declines in achievement. Students moving from an elementary school to a fifth and sixth grade campus, for example, can experience a rough transition to their normal schedules and routines. Grades and student behavior can suffer as a result. Thiem said this information supports the district’s decision to reduce the number of school transitions in the next several years. Fifth grade students will attend elementary schools while sixth grade students will attend Forte Junior High or Azle Junior High. Intermediate campuses, Hoover Elementary and Azle Elementary, will house pre-K through fifth grades.