In a recent report from the Houston Independent School District (HISD), pupils from the district's elementary and middle schools have displayed substantial growth in the Northwest Evaluation Association's Measures of Academic Progress (NWEA MAP) exams, particularly in reading and math. However, these gains were countered by below-average improvement in science, with state-appointed Superintendent Mike Miles revealing that the end-of-year growth surpassed national levels in reading and math but not in science. According to a statement obtained by the Houston Chronicle, the district's New Education System (NES) schools showed overall higher annual growth compared to their non-NES counterparts, leading Miles to label the achievement, “This is huge for our NES schools.” 

The MAP exam, administered for the first time in HISD during this academic year, was used to monitor student progress three times a year. Elementary students met expected growth percentiles of 56% in reading and 55% in math, with middle school students meeting 55% in reading and 54% in math. However, the district fell short in science, with both elementary and middle schools showing below average scores. Amidst the numbers, HISD data displayed concrete increments in average achievement percentiles across most subjects from January to May.

Contrasting the mixed results from MAP exams, HISD's preliminary STAAR results hinted at more uniformly positive improvements across elementary students in most subjects, with reading scores notably advancing in grades 4 through 8. According to an article released by Houston Public Media, Superintendent Mike Miles stated "These results far exceed expectations for year-one growth." HISD's year-over-year development in STAAR results was characterized by Miles as among the most pronounced in the district's history, and he was optimistic about closing the gap with the state averages.

Despite the overall positive tone, public commentary during the Board of Managers’ special meeting revealed skepticism towards HISD's reported data, with high school student Ashlyn Morton questioning the integrity of the district's data and expressing concern about the district's future, as reported by the Houston Chronicle. Meanwhile, the superintendent's expansion plans for the NES model to 130 schools not only aims to propel growth but also to address instructional and curriculum challenges, which the district acknowledges are obstacles to improving proficiency rates.

The disparity in NES and non-NES school achievements did not go unnoticed, with HISD data providing a comparative view of their performance. NES schools, predominantly comprising Black, Hispanic, and low-income student populations, continued to lag in average achievement percentiles. HISD's approach to bridging this divide includes more training and support for teachers, alongside the establishment of support teams to enhance the quality of instruction. Despite criticisms and the undulating trajectory of success, Miles remains committed to the NES model's potential to catalyze district-wide academic enhancement, as highlighted in his statement “This is an admission that, over time, we will not be able to improve our third grade scores ... unless we improve pre-K, kinder(garten), first and second grade instruction, curriculum and access,” which was featured in Houston Chronicle.