Vision, Goals, and Constraints

  • The Houston Independent School District School Board adopted changes to AE(LOCAL) in January 2025 to update the District’s superintendent constraints and add board constraints as part of the district's roadmap to success.

  • Vision Statement

    The Houston Independent School District (HISD) empowers students to become critical thinkers, visionary leaders, and active contributors in their community, fostering a pathway to success for limitless opportunities in a competitive global landscape.

    Student Outcome Goals

    Goal 1

    The percentage of grade 3 students in HISD earning Meets Grade Level on the State of Texas Assessments of Academic Readiness (STAAR) reading test will increase from 41 percent in June 2023 to 56 percent in June 2028.

    Goal 2

    The percentage of grade 3 students in HISD earning Meets Grade Level on the STAAR math test will increase from 38 percent in June 2023 to 53 percent in June 2028.

    Goal 3

    The percentage of students graduating Texas Success Initiative (TSI)-ready and with an industry-based certification (IBC) will increase from 11 percent for the 2021-2022 graduates to 26 percent for the 2026-2027 graduates.

    Goal 4

    Students in grades 4 through 8 who receive special education services that achieve growth as measured by Domain 2 Part A of the state accountability system will increase from 63 percent in August 2023 to 78 percent in August 2028.

    Superintendent Constraints

    Constraint 1

    The Superintendent shall not allow the number of multi-year D or F campuses with a prior unacceptable rating to grow or maintain the same.

    Constraint 2

    The Superintendent shall not allow ineffective supports, systems, and processes for students receiving special education services across the district to negatively impact Individual Education Plan (IEP) development and implementation.

    Constraint 3

    The Superintendent shall not make significant changes, directly or indirectly, to magnet or other specialized programming or school options without first conducting, and communicating to the Board and community, an analysis of:

    • The results of stakeholder engagement related to the anticipated change(s) to programming or school options;
    • The projected impact of the anticipated change(s) to the programming or school options, including the projected effectiveness and impact on the achievement of board-adopted student outcome goals, enrollment, and budget; and
    • Any related or potentially related research-based studies, which shall include, if applicable, a literature review.

    Definitions

    For purposes of this constraint, the following definitions apply.

    Significant Changes

    "Significant changes" means a change to programming or school options that impacts:

    • More than 30% of the students at any school;
    • More than 30% of the students participating in the magnet or other specialized programming at any school which is changed or expected to be changed;
    • More than 10% of the students in any grade level across the district;
    • More than 10% of the students in any division; or
    • Any part of a group of students that is impacted in a way that both the Board and the Superintendent agree is significant.

    Magnet

    "Magnet" refers to those campuses that are designated as magnet schools, and those programs that are designated as magnet programs as described in EHBJ(LOCAL).

    Specialized Programming

    "Specialized programming" means a combined set of courses and experiences centered around a theme that differentiate the campus or program offering from programs being offered at traditional neighborhood schools and which include enrichment and advancement opportunities available to students. Specialized programming may exist in a neighborhood school, a magnet program, a magnet school, or a separate and unique school. Examples include programming which offers enrichment opportunities (e.g., Fine Arts, STEM/STEAM), college and career advancement programs (e.g., early college and college preparation programs, CTE programs), distinct learning delivery models (e.g., Montessori, International Baccalaureate, Vanguard), and language and cultural programs (e.g., foreign language, international studies, bilingual programs).

    Board Constraints

    Constraint 1

    No board member will represent or appear to represent through their words or actions the voice of the entire board on matters that the board has not publicly adopted.

    Constraint 2

    The board shall not create alternate priorities from the board's adopted goals and constraints.