Measuring What Matters: A First Look at TCAPS’ Progress Toward the 2030 Vision

Measuring What Matters: A First Look at TCAPS’ Progress Toward the 2030 Vision

Ty Schmidt

July 1, 2026

One of the commitments we made in our new 2030 Vision* was to measure what matters—and to share our progress along the way.

At yesterday’s Curriculum Committee meeting, we reviewed our latest elementary reading and math outcomes using the NWEA, our district’s benchmark assessment.

Unlike the state assessment (M-STEP), which won’t be publicly released until September, the NWEA gives us an opportunity to monitor student learning throughout the year and evaluate our progress toward the ambitious five-year goals** the Board adopted last fall.

Our 2026 (spring) elementary reading/math outcomes:

Reading (Grades 2–5)

• All students: 57% proficient (up from 54% baseline***)

• Economically disadvantaged students: 40% proficient (flat from baseline)

• Non-economically disadvantaged students: 67% proficient

Math (Grades 2–5)

• All students: 59% proficient (up from 56% baseline***)

• Economically disadvantaged students: 42% proficient (up from 41% baseline)

• Non-economically disadvantaged students: 69% proficient

Note: Proficiency = High and High Average bands.

District staff also noted that NWEA recently updated its national norms, which likely contributed to some of the increase in proficiency rates.

While that provides important context, staff believes the results also reflect instructional improvements and targeted interventions. At this point, it’s not possible to determine the exact contribution of each.

The bigger picture is that this is Year One of a five-year commitment.

Our strategic plan* calls on us to improve reading and math achievement for every student to levels never reached before while also reducing opportunity gaps between our economically disadvantaged students and their peers.

These results show some encouraging signs, but they also remind us that there is significant work ahead.

The opportunity gaps we see today didn’t develop overnight, and they won’t close overnight.

Doing so will require sustained focus, thoughtful investment, and the discipline to measure what’s working—and change course when it isn’t.

That’s why I appreciate that we’ll continue reviewing this data publicly—not to declare victory or assign blame, but to answer a simple question:

Are the strategies**** we’re implementing and the investments***** we’re making producing better outcomes for our kids?

That’s the work of school board governance.

Set goals.

Invest in evidence-based strategies.

Monitor results.

Learn.

Adjust.

Repeat.