ECISD cited as example in national report

Ector County ISD leaders are thrilled the school district has received an encouraging mention in a new report released today by Education Recovery Scorecard, titled Pivoting from Pandemic Recovery to Long-Term Reform: A District-Level Analysis. This report was produced by five researchers from Harvard University, Stanford University, and Dartmouth College.

The research pointed out that the highest income districts are nearly 4 times more likely to have recovered both math and reading than the lowest income districts. However, Ector County ISD was noted, with six other school districts from across the country, as high poverty districts that are bucking the nationwide trend and showing recovery, if not yet full recovery, in performance. ECISD is named on page 3, bullet point 4 of the full report (link above).

"This is a great recognition of the work that has been, and is currently being done by our ECISD team," said Interim Superintendent Dr. Keeley Boyer. "Our focus is always on students' learning. Our virtual tutoring program has had a positive effect on thousands of students, and our teacher pipelines are designed to recruit, retain, and reward high quality teachers which directly impacts our students' achievement, too. This is an honor for our entire district and community."

See the report's District Success Stories.    

This report from Education Recovery Scorecard profiled ECISD and acknowledged the Virtual Tutoring program utilizing outcomes-based contracts and teacher development pipelines as practical efforts that showed positive results. Partnerships with local colleges, ‘grow our own’ teacher programs*, Opportunity Culture, and the state’s Teacher Incentive Allotment were identified as key investments by ECISD that could serve as models to be studied further and possibly replicated by others. This mention of ECISD has been picked up in articles by other publications like the New York Times and Chalkbeat.

The report released today summarizes the academic struggles schools are facing and offers four recommendations: 1. states and districts should double-down on academic catch-up efforts previously funded by federal relief; 2. mayors, employers and other community leaders should join schools in tackling student absenteeism; 3. teachers must inform parents when their child is not on grade level; and 4. we must learn from what’s working (and what is not) in recent reforms.

This report is a follow up, deep dive look into the results of this year’s National Assessment of Educational Progress (NAEP) Reading and Mathematics, also called The Nation’s Report Card which was released on January 29, showing the nation’s fourth- and eighth-graders are not making the level of progress needed to regain ground lost during the pandemic, although there are some signs of progress.

 

*Ector County ISD teacher pipeline programs

OC to UTPB Teach in 3

Teacher Residencies (for college seniors, full-year residencies with a master teacher)

Odessa Pathway to Teaching (alternative certification program operated by ECISD)

Future Teachers of Odessa (high school pathway)

Registered Teacher Apprenticeship