STAAR Test Results: Austin ISD Students Battle with Math Post-Pandemic

Recent results from the 2024 State of Texas Assessments of Academic Readiness (STAAR) indicate that students in the Austin Independent School District (ISD) continue to grapple with math, drawing concerns from educators and experts across the state.

Math Proficiency Lags

The STAAR results, encompassing assessments for students in Grades 3-8, showcase a lingering issue of math proficiency not just in Austin ISD, but across Texas as well. Despite a rebound in reading scores to pre-pandemic heights, math proficiency remains notably behind.

“We certainly recognize that the pandemic created this gap that we’re trying to close desperately,” stated Austin ISD Superintendent Matias Segura, reflecting on the district’s math scores. While acknowledging the importance of STAAR results, Segura also emphasized the need to consider a broader range of data when evaluating student performance.

The Challenges in Recouping Losses

The dip in math proficiency in Austin ISD spans across elementary, middle, and high schools. While 69% of students were meeting grade level in Algebra I STAAR back in 2019, this year the figure falls at just 39% for the same test across nearly 6,000 students.

Experts suggest the structure of math education, which builds on previously learned concepts, has posed significant challenges for catch-up. Charles Martinez, dean of the College of Education at the University of Texas, highlighted that current systems aren’t effective at helping students surmount learning gaps intensified by the pandemic.

Resource Constraints and Pressures

Austin ISD, like many other districts, is grappling with budget constraints, which present hurdles in providing necessary resources and teaching expertise needed for effective intervention. The financial strains coincide with an approximately $60 million budget deficit for the district, fuelling concerns over meeting educational demands.

Education policy expert Mary Lynn Pruneda worries that difficulties highlighted by STAAR results may be overshadowed by funding issues. She emphasized the importance of a balanced conversation around education, not solely focused on funding but also on effective strategies and systems targeting identified shortcomings.

Contrasting Performance in Reading and Science

While math scores drop, reading proficiency has seen a revival. Reading scores have not just stabilized, but improved in some cases, indicating successful efforts in bolstering literacy. On the contrary, the percentage of Texas fifth and eighth graders reaching grade level in science also dropped, indicating a wider issue beyond math alone.

Calls for Higher Achievement Goals

Policy advisers and educational experts are focusing on a grander vision beyond regaining pre-pandemic performance levels. They are also alarmed by the decline in math proficiency even since the start of the pandemic. The conversation revolves around more proactive and strategic approaches, including systemic improvements and targeted investments that can potentially bolster the outcomes for students.

Texas Education Commissioner Mike Morath underscored the urgency to deal with math proficiency, stating, “it’s clear that math performance is not where students need it to be for success after graduation.”

Amidst these challenges and discussions for improvement, families and educational communities continue to navigate the educational ramifications of the pandemic era, with all eyes eagerly on future improvement.