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House Bill 3: Early Childhood & CCMR Goals
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House Bill 3
Student Outcome Goal (Literacy)
Arlington ISD will improve the percentage of 3rd grade students’ performance in reading on STAAR from 40% to 41% at the meets level or above by May 2026.
Student Outcome Goal (Mathematics)
Arlington ISD will improve the percentage of 3rd grade students’ performance in math on STAAR from 35% to 36% at the meets level or above by May 2026.
Student Outcome Goal (CCMR)
Arlington ISD graduates will increase their Domain 1 CCMR point acquisition from 92% to 93% by August 31, 2026.
Targets by Grade Level and Demographic Category
Arlington ISD Reading Targets
Prekindergarten
| Student Group | Baseline 2021 % | Goals Updated After 21-22 School Year Based on Vendor Provided Determination of "Kindergarten Readiness" |
Baseline 2022 % |
Actual Year 1 2023 % |
Goal Year 2 2024 % |
Goal Year 3 2025 % |
Goal Year 4 2026 % |
|---|---|---|---|---|---|---|---|
| All Students | 70% | Goals Updated After 21-22 School Year Based on Vendor Provided Determination of "Kindergarten Readiness" |
64% | 74% (+6%) | 75% | 77% | 80% |
| Asian | 84% | 77% | 76% (-4%) | 83% | 84% | 86% | |
| African American | 71% | 61% | 72% (+8%) | 73% | 74% | 76% | |
| Hispanic | 66% | 63% | 73% (+5%) | 74% | 77% | 80% | |
| Two Races | 77% | 66% | 81% (+12%) | 81% | 81% | 81% | |
| White | 75% | 75% | 79% (0%) | 84% | 86% | 87% | |
| Econ Disadvantaged | 68% | 63% | 71% (+3%) | 73% | 77% | 80% | |
| Current EB | 71% | 64% | 75% (+5%) | 76% | 77% | 80% | |
| Current Special Education | 64% | 50% | 55% (+5%) | 56% | 64% | 65% |
Kindergarten
| Student Group | Baseline 2021 % | 21-22 school year served as Research and Development year for Spanish screener and introduction to mCLASS platform. New baseline data was collected during 22-23 school year. | R&D 2022 |
Baseline 2023 % |
Actual Year 1 2024 % |
Goal Year 2 2025 % |
Goal Year 3 2026 % |
|---|---|---|---|---|---|---|---|
| All Students | 51% | 21-22 school year served as Research and Development year for Spanish screener and introduction to mCLASS platform. New baseline data was collected during 22-23 school year. |
48% | 63% | 69% (1%) | 72% | 75% |
| Asian | 54% | 61% | 60% | 77% (9%) | 76% | 79% | |
| African American | 48% | 42% | 54% | 60% (2%) | 63% | 67% | |
| Hispanic | 44% | 42% | 67% | 71% (0%) | 75% | 78% | |
| Two Races | 63% | 47% | 60% | 67% (4%) | 67% | 68% | |
| White | 69% | 64% | 69% | 75% (0%) | 77% | 79% | |
| Econ Disadvantaged | 43% | 43% | 61% | 66% (0%) | 71% | 74% | |
| Current EB | 41% | 45% | 72% | 74% (-3%) | 81% | 84% | |
| Current Special Education | 30% | 28% | 41% | 44% (-1%) | 49% | 52% |
Grade 1
| Student Group | Baseline 2021 % | 21-22 school year served as Research and Development year for Spanish screener and introduction to mCLASS platform. New baseline data was collected during 22-23 school year. | R&D 2022 |
Baseline 2023 % |
Actual Year 1 2024 % |
Goal Year 2 2025 % |
Goal Year 3 2026 % |
|---|---|---|---|---|---|---|---|
| All Students | 52% | 21-22 school year served as Research and Development year for Spanish screener and introduction to mCLASS platform. New baseline data was collected during 22-23 school year. |
48% | 61% | 62% (-5%) | 72% | 75% |
| Asian | 67% | 69% | 81% | 76% (-7%) | 86% | 89% | |
| African American | 48% | 41% | 53% | 55% (-5%) | 65% | 68% | |
| Hispanic | 48% | 42% | 60% | 62% (-4%) | 72% | 74% | |
| Two Races | 58% | 58% | 51% | 58% (1%) | 66% | 69% | |
| White | 61% | 64% | 72% | 70% (-8%) | 81% | 83% | |
| Econ Disadvantaged | 46% | 42% | 57% | 62% (-1%) | 69% | 72% | |
| Current EB | 47% | 48% | 65% | 63% (-7%) | 77% | 79% | |
| Current Special Education | 25% | 28% | 36% | 33% (-9%) | 47% | 49% |
Grade 2
| Student Group | Baseline 2021 % | 21-22 school year served as Research and Development year for Spanish screener and introduction to mCLASS platform. New baseline data was collected during 22-23 school year. | R&D 2022 |
Baseline 2023 % |
Actual Year 1 2024 % |
Goal Year 2 2025 % |
Goal Year 3 2026 % |
|---|---|---|---|---|---|---|---|
| All Students | 55% | 21-22 school year served as Research and Development year for Spanish screener and introduction to mCLASS platform. New baseline data was collected during 22-23 school year. |
48% | 56% | 58% (-6%) | 71% | 75% |
| Asian | 75% | 68% | 69% | 70% (-6%) | 87% | 89% | |
| African American | 48% | 41% | 44% | 49% (-4%) | 62% | 67% | |
| Hispanic | 51% | 43% | 57% | 59% (-6%) | 72% | 76% | |
| Two Races | 68% | 48% | 54% | 59% (-2%) | 72% | 75% | |
| White | 69% | 62% | 68% | 68% (-6%) | 80% | 82% | |
| Econ Disadvantaged | 49% | 42% | 52% | 55% (-6%) | 69% | 72% | |
| Current EB | 52% | 47% | 62% | 63% (-8%) | 78% | 81% | |
| Current Special Education | 26% | 19% | 24% | 24% (-7%) | 41% | 47% |
Grade 3
| Student Group | Baseline 2021 % | Actual 2022 % |
Goals recalculated after 22-23 school year with STAAR Redesign baseline and inclusion of Meets and Masters performance levels. | Baseline 2023 % | Actual Year 1 2024 % |
Goal Year 2 2025 % |
Goal Year 3 2026 % |
||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| App | Meets | Masters | App | Meets | Masters | App | Meets | Masters | App | Meets | Masters | ||||
| All Students | 57% | 69% (+8%) | Goals recalculated after 22-23 school year with STAAR Redesign baseline and inclusion of Meets and Masters performance levels. |
65% | 38% | 11% | 62% (-6%) | 36% (-6%) | 13% (-1%) | 65% | 39% | 15% | 71% | 45% | 17% |
| Asian | 72% | 86% (+8%) | 90% | 62% | 30% | 83% (-8%) | 57% (-12%) | 28% (-5%) | 83% | 60% | 30% | 92% | 71% | 37% | |
| African American | 47% | 61% (+12%) | 60% | 33% | 7% | 58% (-5%) | 31% (-5%) | 10% (0%) | 62% | 33% | 11% | 67% | 39% | 12% | |
| Hispanic | 53% | 65% (+8%) | 58% | 31% | 8% | 56% (-6%) | 29% (-6%) | 9% (-1%) | 59% | 33% | 11% | 66% | 39% | 13% | |
| Two Races | 66% | 73% (+3%) | 71% | 47% | 17% | 75% (-1%) | 50% (0%) | 16% (-4%) | 79% | 55% | 17% | 78% | 53% | 22% | |
| White | 76% | 84% (+6%) | 81% | 56% | 21% | 80% (-3%) | 56% (-4%) | 25% (1%) | 82% | 58% | 27% | 86% | 63% | 28% | |
| Continuously Enrolled | 60% | 70% (+7%) | 66% | 40% | 12% | 63% (-6%) | 37% (-7%) | 14% (-1%) | 66% | 41% | 16% | 72% | 47% | 17% | |
| Non Continuously Enrolled | 49% | 65% (+12%) | 61% | 31% | 9% | 60% (-4%) | 32% (-3%) | 8% (-3%) | 63% | 35% | 10% | 68% | 39% | 14% | |
| Econ Disadvantaged | 51% | 63% (+8%) | 59% | 32% | 8% | 57% (-6%) | 30% (-6%) | 9% (-1%) | 60% | 33% | 11% | 67% | 40% | 12% | |
| Current EB | 55% | 65% (+5%) | 59% | 30% | 8% | 55% (-7%) | 28% (-6%) | 10% (0%) | 57% | 32% | 11% | 66% | 38% | 13% | |
| Current Special Education | 29% | 38% (+6%) | 34% | 14% | 3% | 34% (-4%) | 13% (-3%) | 4% (-1%) | 37% | 15% | 4% | 41% | 19% | 6% | |
| Former Special Education | 53% | 65% (-11%) | 64% | 38% | 13% | 78% (11%) | 46% (2%) | 20% (7%) | 85% | 48% | 26% | 71% | 44% | 18% | |
Arlington ISD Mathematics Targets
Prekindergarten
| Student Group | Baseline 2021 % | Goals Updated After 21-22 School Year Based on Vendor Provided Determination of "Kindergarten Readiness" |
Baseline 2022 % |
Actual Year 1 2023 % |
Actual Year 2 2024 % |
Goal Year 3 2025 % |
Goal Year 4 2026 % |
|---|---|---|---|---|---|---|---|
| All Students | 65% | Goals Updated After 21-22 School Year Based on Vendor Provided Determination of "Kindergarten Readiness" |
84% | 87% (+1%) | 92% (+4%) | 89% | 90% |
| Asian | 68% | 94% | 90% (-4%) | 95% (+1%) | 96% | 97% | |
| African American | 62% | 83% | 86% (+2%) | 90% (+4%) | 87% | 88% | |
| Hispanic | 65% | 83% | 85% (-1%) | 92% (+5%) | 88% | 89% | |
| Two Races | 79% | 86% | 94% (+6%) | 96% (+5%) | 91% | 92% | |
| White | 69% | 92% | 92% (-3%) | 96% (+2%) | 95% | 96% | |
| Econ Disadvantaged | 64% | 84% | 85% (-2%) | 91% (+3%) | 89% | 90% | |
| Current EB | 63% | 83% | 83% (-2%) | 91% (+4%) | 88% | 89% | |
| Current Special Education | 66% | 71% | 76% (+4%) | 76% (-1%) | 78% | 81% |
Kindergarten
| Student Group | Baseline 2021 % | Actual 2022 % | New baseline and goals created after 22-23 school year due to change in math screener. | Baseline 2023 % |
Actual Year 1 2024 % |
Goal Year 2 2025 % |
Goal Year 3 2026 % |
|---|---|---|---|---|---|---|---|
| All Students | 47% | 46% (-4%) | New baseline and goals created after 22-23 school year due to change in math screener. |
64% | 71% (2%) | 73% | 75% |
| Asian | 57% | 58% (-1%) | 74% | 81% (3%) | 83% | 85% | |
| African American | 37% | 37% (-3%) | 53% | 63% (3%) | 63% | 65% | |
| Hispanic | 46% | 47% (-2%) | 65% | 71% (0%) | 74% | 76% | |
| Two Races | 52% | 48% (-9%) | 67% | 75% (5%) | 74% | 75% | |
| White | 61% | 57% (-6%) | 77% | 83% (0%) | 86% | 87% | |
| Econ Disadvantaged | 42% | 43% (-2%) | 62% | 68% (1%) | 71% | 73% | |
| Current EB | 49% | 49% (-3%) | 65% | 71% (0%) | 75% | 76% | |
| Current Special Education | 37% | 32% (-6%) | 42% | 48% (3%) | 49% | 52% |
Grade 1
| Student Group | Baseline 2021 % | Actual 2022 % | New baseline and goals created after 22-23 school year due to change in math screener. | Baseline 2023 % |
Actual Year 1 2024 % |
Goal Year 2 2025 % |
Goal Year 3 2026 % |
|---|---|---|---|---|---|---|---|
| All Students | 47% | 46% (-4%) | New baseline and goals created after 22-23 school year due to change in math screener. |
50% | 51% (-15%) | 71% | 75% |
| Asian | 62% | 59% (-5%) | 68% | 64% (-16%) | 81% | 82% | |
| African American | 39% | 32% (-11%) | 40% | 42% (-17%) | 64% | 69% | |
| Hispanic | 43% | 44% (-3%) | 47% | 48% (-16%) | 69% | 73% | |
| Two Races | 42% | 55% (+9%) | 55% | 55% (-12%) | 72% | 77% | |
| White | 63% | 67% (0%) | 69% | 71% (-8%) | 83% | 86% | |
| Econ Disadvantaged | 42% | 40% (-6%) | 45% | 51% (-12%) | 68% | 72% | |
| Current EB | 43% | 46% (-1%) | 45% | 47% (-16%) | 68% | 72% | |
| Current Special Education | 33% | 28% (-6%) | 27% | 30% (-11%) | 46% | 49% |
Grade 2
| Student Group | Baseline 2021 % | Actual 2022 % | New baseline and goals created after 22-23 school year due to change in math screener. | Baseline 2023 % |
Actual Year 1 2024 % |
Goal Year 2 2025 % |
Goal Year 3 2026 % |
|---|---|---|---|---|---|---|---|
| All Students | 46% | 50% (0%) | New baseline and goals created after 22-23 school year due to change in math screener. |
41% | 44% (-13%) | 63% | 65% |
| Asian | 63% | 72% (+6%) | 67% | 66% (-12%) | 82% | 83% | |
| African American | 35% | 39% (-1%) | 32% | 34% (-15%) | 54% | 56% | |
| Hispanic | 42% | 46% (-1%) | 35% | 40% (-13%) | 60% | 63% | |
| Two Races | 59% | 48% (-11%) | 48% | 52% (-14%) | 69% | 73% | |
| White | 63% | 69% (+2%) | 62% | 64% (-12%) | 80% | 82% | |
| Econ Disadvantaged | 39% | 44% (+1%) | 35% | 39% (-14%) | 59% | 62% | |
| Current EB | 44% | 49% (+1%) | 38% | 40% (-14%) | 60% | 63% | |
| Current Special Education | 29% | 29% (-4%) | 23% | 22% (-15%) | 42% | 44% |
Grade 3
| Student Group | Baseline 2021 % | Actual 2022 % |
Goals recalculated after 22-23 school year with STAAR Redesign baseline and inclusion of Meets and Masters performance levels. | Baseline 2023 % | Actual Year 1 2024 % |
Goal Year 2 (Updated) 2025 % |
Goal Year 3 2026 % |
||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| App | Meets | Masters | App | Meets | Masters | App | Meets | Masters | App | Meets | Masters | ||||
| All Students | 45% | 62% (+10%) | Goals recalculated after 22-23 school year with STAAR Redesign baseline and inclusion of Meets and Masters performance levels. |
62% | 33% | 12% | 63% (-3%) | 34% (-1%) | 11% (-2%) | 67% | 37% | 14% | 73% | 41% | 16% |
| Asian | 62% | 85% (+16%) | 90% | 67% | 40% | 86% (-5%) | 64% (-5%) | 30% (-10%) | 90% | 67% | 35% | 92% | 74% | 43% | |
| African American | 32% | 49% (+12%) | 54% | 23% | 6% | 53% (-5%) | 24% (-2%) | 7% (0%) | 59% | 28% | 10% | 65% | 32% | 9% | |
| Hispanic | 43% | 60% (+11%) | 58% | 28% | 9% | 58% (-6%) | 29% (-1%) | 7% (-3%) | 63% | 32% | 9% | 72% | 36% | 13% | |
| Two Races | 47% | 71% (+16%) | 59% | 37% | 13% | 71% (7%) | 45% (8%) | 18% (5%) | 75% | 49% | 23% | 75% | 41% | 16% | |
| White | 67% | 78% (+4%) | 77% | 52% | 22% | 79% (0%) | 52% (-2%) | 21% (-2%) | 81% | 57% | 26% | 85% | 59% | 27% | |
| Continuously Enrolled | 48% | 64% (+9%) | 64% | 36% | 14% | 63% (-5%) | 36% (-2%) | 12% (-3%) | 68% | 39% | 15% | 75% | 44% | 18% | |
| Non Continuously Enrolled | 35% | 55% (+15%) | 55% | 24% | 7% | 58% (-2%) | 27% (0%) | 7% (0%) | 63% | 30% | 9% | 69% | 31% | 10% | |
| Econ Disadvantaged | 38% | 56% (+11%) | 57% | 27% | 9% | 58% (-4%) | 28% (-1%) | 8% (-1%) | 62% | 32% | 10% | 70% | 35% | 12% | |
| Current EB | 46% | 62% (+9%) | 61% | 31% | 11% | 60% (-6%) | 32% (-1%) | 9% (-2%) | 64% | 35% | 12% | 73% | 39% | 14% | |
| Current Special Education | 27% | 34% (+2%) | 37% | 15% | 5% | 35% (-6%) | 14% (-2%) | 4% (-1%) | 40% | 18% | 5% | 52% | 20% | 6% | |
| Former Special Education | 77% | 65% (-12%) | 68% | 34% | 11% | 74% (6%) | 49% (10%) | 23% (12%) | 77% | 53% | 23% | 73% | 48% | 16% | |
Arlington ISD CCMR Targets
| Student Group | Baseline 2021 % | Actual Year 1 2022 % |
Goals updated after 21-22 school year. | Goal Year 2 2023 %* |
Goal Year 3 2024 % |
Goal Year 4 2025 % |
Goal Year 5 2026 % |
|---|---|---|---|---|---|---|---|
| All Students | 44% | 65% (+19%) | Goals updated after 21-22 school year. | 67% | 70% | 72% | 73% |
| Asian | 71% | 84% (+14%) | 83% | 84% | 87% | 86% | |
| African American | 29% | 59% (+27%) | 61% | 65% | 67% | 68% | |
| Hispanic | 40% | 61% (+18%) | 63% | 66% | 68% | 70% | |
| Two Races | 48% | 71% (+22%) | 75% | 74% | 80% | 76% | |
| White | 58% | 74% (+15%) | 75% | 77% | 78% | 79% | |
| Continuously Enrolled | 49% | 70% (+20%) | 69% | 72% | 74% | 75% | |
| Not Continuously Enrolled | 27% | 49% (+21%) | 55% | 60% | 61% | 62% | |
| Econ Disadvantaged | 38% | 62% (+21%) | 62% | 65% | 68% | 69% | |
| Current EB | 30% | 58% (+24%) | 59% | 62% | 64% | 64% | |
| Current Special Education | 52% | 58% (-6%) | 54% | 57% | 64% | 61% | |
| Former Special Education | 23% | 55% (+19%) | 64% | 63% | 67% | 68% |
*Values for the 2023 Graduates will be finalized with release of 2024 Accountability.
**American Indian and Pacific Islander student groups not shown due to small group size.
***Difference of observed performance and goal shown in parentheses. Positive numbers indicate exceeding goal.
Targets by Campus
Campus Specific Targets for Elementary Reading and Math
- Adams Elementary.pdf
- Amos Elementary.pdf
- Anderson Elementary.pdf
- Ashworth Elementary.pdf
- Atherton Elementary.pdf
- Bebensee Elementary.pdf
- Beckham Elementary.pdf
- Berry Elementary.pdf
- Blanton Elementary.pdf
- Bryant Elementary.pdf
- Burgin Elementary.pdf
- Butler Elementary.pdf
- Corey Academy.pdf
- Crouch Elementary.pdf
- Crow Leadership Academy.pdf
- Ditto Elementary.pdf
- Duff Elementary.pdf
- Dunn Elementary.pdf
- Ellis Elementary.pdf
- Farrell Elementary.pdf
- Fitzgerald Elementary.pdf
- Foster Elementary.pdf
- Goodman Elementary.pdf
- Hale Elementary.pdf
- Hill Elementary.pdf
- Johns Elementary.pdf
- Jones Academy.pdf
- Key Elementary.pdf
- Larson Elementary.pdf
- Little Elementary.pdf
- Mary Moore Elementary.pdf
- McNutt Elementary.pdf
- Miller Elementary.pdf
- Morton Elementary.pdf
- Patrick Elementary.pdf
- Peach Elementary.pdf
- Pearcy Stem Academy.pdf
- Pope Elementary.pdf
- Rankin Elementary.pdf
- Remynse Elementary.pdf
- Sherrod Elementary.pdf
- Short Elementary.pdf
- South Davis Elementary.pdf
- Speer Elementary.pdf
- Starrett Elementary.pdf
- Swift Elementary.pdf
- Thornton Elementary.pdf
- Webb Elementary.pdf
- West Elementary.pdf
- Williams Elementary.pdf
- Wimbish World Language Academy.pdf
- Wood Elementary.pdf
