Why Governance Matters: HISD’s Focus on Third-Grade Reading and Numeracy

In Houston ISD (HISD), the commitment to improving third-grade reading and numeracy goes beyond words on paper. The board has tied its district goals to the vision of Texas House Bill 123 (HB 123)—ensuring that foundational skills in both literacy and math are not only taught in classrooms but also monitored consistently in the boardroom.

Research affirms why this matters. Students who fail to read proficiently by third grade are four times more likely to drop out of high school than their peers (Annie E. Casey Foundation, 2012). Similarly, math performance by third grade strongly predicts later achievement, with early numeracy linked to college readiness and workforce success (Duncan et al., 2007).

As State Representative Harold V. Dutton Jr. reflected:

“The idea for House Bill 123 was born out of countless conversations Tamoria and I had about children and their futures. We saw firsthand that third-grade reading scores were dismal across Texas — and in District 142, they were nothing short of catastrophic. We knew something had to change.

Tamoria took on the task of looking at what other states were doing to help young readers. She brought back ideas, research, and an unwavering belief that Texas could do better. From that work, HB 123 was drafted, and I stepped forward as the primary sponsor.

The bill sailed through the House, but in the Senate, politics took center stage. They refused to pass it with my name as the primary sponsor. To keep the vision alive, I convinced the Senate Education Chair to fold HB 123 into HB 4.

What I wanted most was to honor Tamoria — to name the bill for her, to let her legacy be remembered not for how her life ended but for how she lived and the change she worked for. Yet, the Senate chose to fixate on her death rather than celebrate the light she brought into the world. Still, her fingerprints are all over this work, and her impact lives on in every child whose future is brighter because of it.”

School boards are the stewards of community trust and student outcomes. Effective governance means staying focused on what matters most: student success. For HISD, that translates into setting clear goals, monitoring progress with consistency, and keeping the focus on students. Third-grade reading and math remain core district goals, and trustees commit to reviewing progress twice each semester—a rhythm that keeps attention steady without overwhelming staff. When conversations stay centered on outcomes, the noise of adult politics fades into the background.

Consider the impact of this in practice: at every board meeting, trustees review the latest literacy and numeracy screener results, ask how many at-risk students accessed the $250 per-student intervention funding, and verify that parents received results in clear, accessible language. By framing questions this way, trustees ensure that data is not just reported but acted upon. The structured rhythm—monitoring twice each semester—keeps both transparency and accountability front and center. It also allows the superintendent to highlight interventions, identify where additional resources are needed, and celebrate areas of growth.

This is not micromanagement. This is governance. It is the difference between asking, “How busy are we?” and asking, “Are our children learning?” By adopting a schedule of monitoring student progress. HISD sends a powerful signal: student outcomes are not optional—they are essential. The practice reinforces accountability, builds transparency with families, and creates the urgency needed to improve third-grade reading and numeracy outcomes.

Research shows that school boards who consistently monitor student outcomes are more effective. A study by the Council of the Great City Schools found that districts where school boards focused on student outcomes had higher academic achievement compared to those where school boards focused primarily on adult issues (Council of the Great City Schools, 2019). Similarly, Student Outcomes Focused Governance (SOFG) frameworks highlight that clear goals and regular monitoring are among the top drivers of improved student results (Crabill, 2020).

As the community looks toward future elections, the importance of mindset cannot be ignored. The most effective school board candidates are those who bring a positive, student-centered vision to their campaigns. Voters should ask not only what candidates believe, but whether they are committed to aligning every decision, every policy, and every resource toward the goal of improving student outcomes. Candidates who focus on division or adult politics miss the mark; candidates who lead with optimism, discipline, and a clear focus on children give districts the best chance to succeed.

The question now becomes: how will current leaders, future trustees, educators, and communities use this rhythm of monitoring to truly transform student outcomes? And when the time comes to choose new leaders, what kind of mindset will you elect to ensure every child in Houston ISD can both read and work confidently with numbers by the end of third grade?

Subscribe