Keller ISD reports solid assessment trends, expands advanced-academics and dual-enrollment offerings

District staff told trustees on July 23 that Keller ISD continues to show strong assessment performance overall and highlighted areas for focus. Presenters said the district expects its accountability letter grade to land at the "B" level when TEA releases final ratings in mid‑August; some 5th and 8th grade science scores were still pending at the time of the meeting.

Miss Price presented three years of STAR and EOC data and said the district will shift emphasis from assuring a common floor to pushing toward a higher "ceiling" of achievement. She said math remains an area of focus and noted that accelerated students taking higher‑level courses are not always reflected in some assessment cohorts, which complicates year‑to‑year comparisons.

The board heard that 80% of Keller students who took AP exams scored a 3 or higher, and that Education Foundation scholarships for AP have a strong success rate (85% of scholarship recipients scored 3+). Miss Price also introduced advanced‑academics coordinator Shelley Hawkins and described plans to reintroduce UIL academics (grades 2–8), host parent information nights, and implement "lunch and learn" cohorts to support National Merit and other advanced pathways.

On dual enrollment, administrators described a 2‑year switch from Tarrant County College to Tarleton, noting broader offerings in math and science, an increase in participating students, and that dual enrollment course fees are roughly $150–$165 per course. The district received a $15,000 scholarship award to help non‑free‑lunch qualifying families access dual‑enrollment courses. Kristen Elam explained that composition courses commonly transfer for English credit within Texas, while literature and some personal‑finance courses commonly transfer as elective credits; families intending to attend out‑of‑state colleges should verify transferability with the receiving institution.

Trustees asked for further analysis of differences in percentages of students earning 3+ at different campuses and requested staff follow up on why KCA’s percentage of 3+ scores was lower than expected for students who took AP exams.