More GCISD students are performing on grade level or higher in reading and math midway through the school year, according to district data measuring student academic growth.
From the beginning of the school year to midyear, the percentage of students performing on grade level increased by 21% in math and by 16% in reading. At the same time, the percentage of students performing two or more grade levels below decreased by 5% in math and by 8% in reading.
District data also shows improvement compared to last school year. Both student growth and overall performance are trending at a faster pace of growth than they were at the same point last school year. Growth measures how much progress students made compared to grade level, while performance compares their scores to national averages.
What’s driving the gains?
Supporting Teachers with High-Quality Instructional Materials
Chief Academic Officer Dr. Shiela Shiver said, “The number one factor in a classroom is the teacher—their relationship with their students and the instruction the teacher is providing.”
To support teachers, the district has adopted new instructional materials in reading and science over the past several years and is updating math materials for 2026-2027.
“We want to make sure we are providing the right tools and creating coherence in instruction districtwide,” Shiver added.
The district has also provided supplemental instructional resources, which students use during small group instruction, through i-Ready, that are customized based on each students’ personalized needs.
Data Showing Each Student’s Performance
Another key factor is providing teachers better tools to monitor student progress so they can adjust instruction to meet individual students’ needs.
“Data is so important when you're trying to teach,” said Alex Easterling, eighth grade English teacher at Cross Timbers Middle School. “If I don't know where students are or how the class is doing, everything can look like it's going well, but the data proves if it is going well or if it isn’t.”
Easterling said consistency in the district’s use of i-Ready has helped teachers better track progress.
“There are so many avenues [in i-Ready] to look at when it comes to data, not just the beginning and middle and end [assessments], but I can look at specific standards to see how students are thriving,” Easerling remarked. “As a professional, I can also see, based on data, if I need to go back and re-teach a concept.”
Through i-Ready’s dashboard, Easterling can review students’ reading levels, analyze growth and collaborate with colleagues during campus professional learning time.
Students Taking Ownership of their Growth
Easterling said that data also helps students see their own progress, which can be highly motivating.
“When students see where they started and how far they’ve come, that motivates them. They realize they accomplished their goal and see their growth because they put the work in.”
“Having those big wins on paper is great,” Easterling added, “but it’s even more meaningful when you know the students.”
Shiver agrees.
“We report data as a district, as a campus, as a grade level,” she said, “Our focus, however, is truly each individual student. Are we able to identify that each student had an education experience that helped them grow? That’s what we are trying to do.”