What to know
- Spring ISD sharply reduced low performance: F-rated campuses fell from 11 to two, 17 campuses improved, and 72% now meet state standards.
- Student learning accelerated: Spring outpaced state gains in grades 3–8 math and reading, Algebra I, and English I and II.
- The progress reflects a deliberate strategy: Spring strengthened classroom instruction, targeted intensive support to high-need campuses, and used research-backed programs and state funding to sustain improvement.
- More students are benefiting: About 11,000 additional students now attend campuses making stronger academic progress and no longer rated D or F.
Accountability ratings are more than a measure of school performance. Behind every A–F rating are real students, dedicated educators, and the daily work of teaching and learning. They offer a window into where students are thriving, where additional support is needed, and where meaningful progress is taking place, helping identify practices that can be strengthened and scaled.
This year, Spring ISD is one district worth watching.
Turning around struggling schools is among the hardest challenges in public education. Yet after a year of intentional efforts to strengthen instruction, better support educators, and expand access to high-quality learning opportunities, Spring ISD has cut the number of underperforming campuses nearly in half while moving several schools out of state intervention risk. These accountability gains reflect meaningful progress for students worth celebrating and offer an encouraging example of what is possible when a district commits to sustained, evidence-based improvement.
For more on how A–F ratings work and what this year’s results show across the Houston region, read our regional overview.
A Turning Point for Spring ISD
Just one year ago, Spring ISD faced a difficult reality: about half of the district’s campuses earned a D or F rating under Texas’ accountability system. Several schools had accumulated consecutive years of low performance, putting the district on a path toward state intervention if results did not improve.
Spring ISD rose to the challenge and today, the district only has two remaining F-rated campuses, down from 11 last school year. Overall, 72% of campuses now meet state accountability standards and 17 campuses improved their accountability rating.
Most importantly, due to the district’s proactive approach to school improvement, around 11,000 more students are attending campuses that are accelerating academic progress and no longer receiving unacceptable accountability ratings.
These ratings mean more Spring ISD students are mastering grade-level content and building the academic foundation they need to succeed. The district outpaced statewide, regional, and other large urban districts in key subjects. Looking at the percentage of students meeting grade level or above, Spring ISD’s growth outpaced the state by four percentage points in grades 3–8 math, five points in Algebra I, along with grades 3–8 reading by one percentage point and three points across English I and II.
Three Things to Learn from Spring ISD
Spring ISD’s success didn’t happen by chance. It reflects a deliberate strategy grounded in research, strong leadership, and a commitment to improving outcomes for students.
“Spring ISD’s progress is a testament to what thoughtful leadership and a relentless focus on instruction can accomplish,” said Courtney Isaak Pichon, CEO of Good Reason Houston. “Their work offers an encouraging example of how evidence-based strategies can improve outcomes for students.”
- Consistent Quality of Instruction is the Foundation
The single most important strategy to accelerate student learning is quality, grade-level instruction delivered by an effective educator. During the 2025–26 school year, Spring ISD made a deliberate investment in strengthening instruction by establishing consistent expectations for teaching and learning.
Teachers and school leaders aligned around six non-negotiable instructional practices, including clear lesson objectives, frequent checks for understanding, collaborative planning, student goal setting, and ongoing instructional coaching. The district also focused on improving instructional materials, implementing state-approved High-Quality Instructional Materials (HQIM) in math and strengthening literacy instruction through Science of Reading-aligned practices.
Together, these investments provide teachers with rigorous, standards-aligned instructional materials and professional learning to support excellent classroom instruction. These practices are now being codified through Spring ISD’s Instructional Framework, creating a sustainable foundation for continuous improvement.
- Build Systems for Early Identification and Support of High-Need Campuses
Not every campus needs the same level of support, and Spring ISD’s approach reflects that reality. Rather than applying a one-size-fits-all model, the district developed a Campus Performance Framework that leverages accountability ratings to provide increasingly intensive support to campuses facing persistent academic challenges.
Schools with the greatest needs receive additional oversight, coaching, and intervention, while high-performing campuses retain greater operational flexibility. By using accountability data to guide action, Spring is creating a system that directs resources where they can have the greatest impact for students.
- Leverage Research-Backed Strategies and Funding
Texas has invested in a number of evidence-based tools to help districts improve student outcomes, and Spring ISD is demonstrating what it looks like to put those resources into practice.
As part of the Campus Performance Framework, persistently underperforming campuses are leveraging proven strategies that unlock additional state funding and drive success, including:
- Additional Days School Year (ADSY) to expand instructional time and provide students with targeted academic and enrichment opportunities.
- Accelerating Campus Excellence (ACE) to turn around struggling campuses by placing top educators in high-need classrooms, raising instructional rigor, extending learning time, and strengthening social-emotional and family supports.
- Strategic staffing practices enabled by effective evaluation and the Teacher Incentive Allotment (TIA) to attract, retain, and place highly effective educators where they are needed most.
By implementing these strategies, Spring ISD is also well-positioned to earn a Resource Campus Designation from the state, which offers additional funding to further support its turnaround efforts moving forward.
Building Systems for Continuous Improvement
Spring ISD’s work is far from complete, and district leaders have been clear that continuous improvement remains the goal. But this year’s accountability gains are worth celebrating because they represent more than higher ratings. They reflect students learning more, educators seeing the impact of their work, and a district demonstrating that meaningful school improvement is possible.
“This progress is a reflection of what happens when students, educators, families, and our entire community believe in what’s possible and work together toward it,” said Spring ISD Superintendent Dr. Kregg Cuellar. “We’re proud of how far our students have come, but we know our work is just getting started. These gains give us momentum, and they remind us that when we stay focused on students and commitment to continuous improvement, we can create lasting change.”
As districts across Texas continue working to improve outcomes for students, Spring ISD offers an encouraging reminder that lasting progress doesn’t come from a single initiative. It comes from a sustained commitment to excellent instruction, strategic support, and doing the hard work of putting students first.
