Earned Autonomy Framework

Level 5 represents the highest level of autonomy within Houston ISD. Eligibility is based on sustained, exemplary academic performance.

Eligibility Criteria

A school may apply for Level 5 autonomy if it has both: 

• Earned an overall accountability score of 90 or higher in the most recent Texas Education Agency (TEA) accountability rating and in each of the three immediately preceding years (four consecutive years).
• Demonstrated White–Black and White–Hispanic achievement gaps of less than 25 percent in the most recent accountability cycle.   

Schools that meet these criteria must apply for and receive approval of an 1882 Partnership Agreement to be granted Level 5 autonomy. Schools that meet the performance criteria but choose not to apply for an 1882 Partnership Agreement will be assigned to Level 3 autonomy. For each school year beginning in 2026–2027, the District will enter into no more than five new Level 5 1882 partnership agreements. All 1882 partnerships must be approved by the HISD Board of Managers. Renewals do not count toward this annual limit. 

Scope of Autonomy

Schools operating at Level 5 function under a Board-approved performance agreement. The agreement grants full autonomy in major operational and instructional areas, including: 

• Program design 
• Curriculum selection 
• Instructional delivery model 
• Master scheduling 
• Budget and financial management 
• Staffing decisions 
• Teacher and principal evaluation systems 
• Instructional strategies 
• Purchased services 

Level 5 schools may also request waivers or exceptions to District parameters, including school start times and testing calendars, as specified in the performance agreement. All Level 5 schools remain subject to state and federal law and applicable accountability requirements. 

Contract Term & Accountability

Level 5 schools receive a five-year performance contract, subject to approval by the HISD Board of Managers. To maintain Level 5 autonomy and to qualify for contract renewal, schools must: 

• Continue to earn accountability ratings of 90 or higher, and 
• Reduce their initial achievement gaps by at least five percentage points over the five-year term. 

Failure to meet performance benchmarks may result in modification or non-renewal of the agreement, consistent with Board policy and the terms of the contract. Level 5 autonomy formalizes sustained excellence through measurable performance standards and defined governance structures. It provides expanded authority while maintaining clear accountability expectations. 

The District will maintain a defined total number of active 1882 Partnership Agreements at any given time to ensure quality oversight, consistent performance monitoring, and alignment to District priorities. This constraint ensures that expanded autonomy is matched with the capacity to uphold performance standards and protect student outcomes.

Level 4 autonomy recognizes sustained high performance and provides expanded operational
and instructional authority through a formal performance agreement.

Eligibility Criteria

A school may apply for Level 4 autonomy if it has both: 

• Earned an overall accountability score of 90 or higher in three of the four most recent TEA accountability ratings, with the remaining year reflecting a score of no less than 80.
• Demonstrated White–Black and White–Hispanic achievement gaps of less than 30 percent in the most recent accountability cycle.    

Schools meeting these criteria must apply for and receive approval of an 1882 Partnership Agreement to be granted Level 4 autonomy. All 1882 partnerships must be approved by the HISD Board of Managers. Schools that meet the performance criteria but do not apply for an 1882 Partnership Agreement will be assigned to Level 3 autonomy. Beginning in the 2027–2028 school year, the District will enter into no more than five new Level 4 1882 partnership agreements annually. Renewals do not count toward this limit.

Scope of Autonomy

Level 4 schools operate under a Board-approved performance agreement. The agreement grants broad authority across major areas, including: 

• Program design 
• Curriculum selection 
• Instructional delivery model 
• Master scheduling 
• Budget and staffing decisions 
• Teacher and principal evaluation systems 
• Instructional strategies 
• Purchased services 

Level 4 schools may request waivers or exceptions to District parameters, including school start times and testing calendars, as defined in the performance agreement. All Level 4 schools remain subject to state and federal law and applicable accountability requirements.

Contract Term & Accountability

Level 4 schools receive a three-year performance contract, subject to approval by the HISD Board of Managers. To maintain Level 4 autonomy and qualify for renewal, schools must: 

• Continue to earn accountability ratings of 90 or higher, and
• Reduce their initial achievement gaps by at least five percentage points over the three-year term.

Failure to meet performance benchmarks may result in modification or non-renewal of the agreement consistent with the contract terms. Level 4 provides expanded authority to schools demonstrating sustained high performance while maintaining defined performance expectations and governance oversight. 

The District will maintain a defined total number of active 1882 Partnership Agreements at any given time to ensure quality oversight, consistent performance monitoring, and alignment to District priorities. This constraint ensures that expanded autonomy is matched with the capacity to uphold performance standards and protect student outcomes.

Level 3 autonomy applies to schools demonstrating sustained strong academic performance within the District system.  

Eligibility Criteria

A school will be assigned Level 3 autonomy if it has both: 

• Earned only A or B accountability ratings in each of the three most recent TEA accountability cycles.
• Demonstrated White–Black and White–Hispanic achievement gaps of less than 30 percent in the most recent accountability cycle.    

Schools that qualify for Level 4 or Level 5 performance thresholds but do not apply for or receive approval of an 1882 Partnership Agreement will also be assigned Level 3 autonomy.

Scope of Autonomy

Level 3 schools are granted broad decision-making authority across major operational areas, including:  

• Program design 
• Curriculum implementation 
• High quality instruction programs (such as International Baccalaureate, Montessori, Performing Arts, etc.)  
• Master scheduling 
• Budget and staffing decisions
• Purchased services 

Level 3 schools may request limited exceptions to certain District parameters, including school start times and testing calendars, subject to District approval. Unlike Levels 4 and 5, who have a choice, Level 3 schools operate within District instructional systems. Schools at this level: 

• Participate in the District’s teacher and principal evaluation systems 
• Participate in the pay-for-performance model 
• Implement required instructional structures, including spot observations and on-the-job coaching 
• Follow District-designated instructional strategies and systemwide expectations

Accountability & Mobility

Level 3 schools remain within District governance. The district may change autonomy levels annually based on preliminary TEA accountability ratings released prior to the start of the school year. Should final ratings differ from preliminary ratings, the District may adjust the autonomy level accordingly. Level 3 reflects sustained strong performance within a defined District instructional framework.

Level 2 autonomy applies to schools demonstrating stable academic performance that does not yet meet the thresholds for Level 3.

Eligibility Criteria

A school will be assigned Level 2 autonomy if it has both:

• Earned at least one accountability rating between 75 and 79 (inclusive) across the three most recent TEA accountability cycles.
• Earned no accountability rating below 75 during that same period.

Scope of Autonomy

Level 2 schools retain authority over core operational areas while operating within defined instructional parameters designed to maintain academic progress. In addition to the District-wide expectations outlined later in this document, Level 2 schools must adhere to the following:   

• Curriculum: Schools must select Reading/Language Arts, mathematics, and science curricula from a District-approved list. 
• Master Schedule: Schools must develop a master schedule that meets District-established minimum instructional minutes for Reading/Language Arts, mathematics, and/or science. 
• Purchased Services and Programs: All purchased services and programs must receive Central Office approval  

Level 2 schools continue to:  

• Participate in the District’s teacher and principal evaluation systems 
• Participate in the pay-for-performance model 
• Implement required instructional structures, including spot observations and on-the-job coaching 
• Follow District-designated instructional strategies and systemwide expectations

Accountability & Mobility

The district may change autonomy levels of a Level 2 school annually based on preliminary TEA accountability ratings released prior to the start of the school year. Should final ratings differ from preliminary ratings, the District may adjust the autonomy level accordingly. Level 2 maintains operational flexibility while ensuring instructional consistency and measurable progress.

Level 1 autonomy applies to New Education System (NES) schools and Special Focus schools.

Applicability 

Level 1 includes:

• All NES schools
• Future 2 schools
• Special Focus schools that have not earned eligibility for Levels 2, 3, 4, or 5. A school may also be designated a special focus school if the school experiences a precipitous drop in achievement (more than 10 points in one year, 16 points in two years) and earns below 75 on the last accountability rating.

Scope of Autonomy

Level 1 schools operate within defined instructional and operational structures designed to support consistent academic improvement. 

NES Schools

NES schools follow a well-defined instructional model and established procedures for curriculum implementation, scheduling, staffing, and instructional delivery. NES schools with magnet programs may continue to offer those programs; however, magnet implementation must align with the NES instructional model. Future 2 designated schools are considered a part of NES.  

NES schools maintain Level 1 autonomy. However, if a NES school achieves an A rating for 3 consecutive years, it may request to leave the NES orbit. If granted, the NES school would transition the following year:  

For example, School A earns an A rating in 2025, 2026, and 2027. After receiving its third consecutive A rating in 2027, which is confirmed at the beginning of the 2028 school year, the school submits a request to exit the NES model for the 2029 school year. Upon approval, School A transitions out of NES beginning in the 2029–2030 school year. 

Future 2 Schools

Future 2 schools operate within the Level 1 autonomy structure and are designed to implement emerging instructional or operational models aligned to District priorities. These schools are held to the same performance expectations and accountability timelines as other Level 1 schools. 

Special Focus Schools    

Special Focus schools operate with limited autonomy and are subject to District-determined instructional and operational requirements.

Generally, Special Focus schools: 

• Must implement District-designated curriculum 
• Must follow a master schedule meeting District-established minimum instructional minutes 
• May lose autonomy over budget decisions

Special Focus schools will remain at Level 1 for three years before reevaluation. 

Accountability & Mobility

Special Focus schools are reevaluated after three years to determine eligibility for a different autonomy level. Level 1 ensures structured instructional implementation while maintaining clear performance expectations.