State academic assessment scores were released for school districts across the state on June 9.
Lometa ISD students showed improvements in some areas.
Compared to last year, Lometa saw improvement almost across the board for End-Of-Course exam takers, and a decline in a few areas in STAAR testing for third through eighth grades.
STAAR and EOC exams have three passing metrics to measure testing success: “approaches” grade level, “meets” grade level expectations and “masters.” These indicators reflect how likely a student is to succeed at the next grade level and help inform whether tutorials or additional curriculum assistance are needed.
Overall, STAAR scores across the state changed little from 2024 to 2025, with the number of students per category changing by only a few percentage points for approaches, meets and masters.
Lometa ISD posted a small decline in math and reading scores, while science remained about the same level as in 2024. Social studies scores increased by a small amount.
Math scores were down overall for the district, and they also were below state averages. Eighth-grade saw the most notable decline.
Lometa had a meets, approaches and masters split of 75%/33%/13% in 2024, which dropped to 36%/18%/9% in 2025.
Third-grade math scores were up slightly in the meets and masters categories, from 9% each in 2024 to 18% meets/12% masters in 2025.
Lometa Principal Ken Frazier said new curriculum should play a significant role in improving STAAR test scores in the coming year.
Lometa ISD approved the use of a Texas Education Agency-crafted instructional material program at the June school board meeting that will focus on best practices for both reading and math instruction.
“[ The new] Bluebonnet curriculum will meet 100% of TEKS,” Frazier said. “Just a few years ago, textbooks could cover 50% of TEKS [the required knowledge and skills components for each grade level] and still be acceptable. Having 100% is fairly new and is also pretty rigorous.”
Frazier noted that increasing the challenges for students while providing effective tutorials and time to improve their skills can help improve student success.
“[The new curriculum] is challenging for the students, and new materials will increase the rigor for all students,” the principal said.
“We have one dedicated class period, “WIN” or “What I Need,” a full 45-minute class period to provide that tutoring time. Lometa had a rotation for two weeks per subject last year: two weeks of math, social studies, then reading, then science, and then the rotation would begin again. That’s allowed us to provide extra instructional time.”
Statewide, reading results on the STAAR tests were about the same as in 2024. Most grade levels at Lometa ISD saw a decrease in the number of students in the “approaches” category, but multiple grades had increases in “meets” and “masters” at the district level.
All classes had scores below the state averages in all three passing categories.
Third-grade reading increased to 12% for both meets and masters categories in 2025, up from 9% in each in 2024. Fourth-grade reading had the largest increase of any STAAR testing grade in 2025, going from a 62%/0%/0% split in 2024 to 59%/36%/5% in 2025.
Science and social studies STAAR tests are administered for fifthgrade and eighth-grade students.
Lometa ISD showed similar science scores from 2024 to 2025, with splits below the state averages. State scores had a split of 64% approaches/ 30% meets/12% masters in fifth grade, with Lometa students at 26% approaches/11% meets/0% masters.
Lometa had more students in the ap- proaches category in 2025, up from just 14% in 2024.
Lometa eighth-graders taking the social studies STAAR aligned more closely with the state averages in 2025. The state averages were 57% approaches/31% meets/16% masters, and Lometa students were at 48%/29%/14%.
Despite being down slightly in the “approaches” grade level category, social studies scores increased for the district by 12% and 6% in meets and masters, respectively.
For Lometa High School EOC exam takers, their scores reflected increases in nearly every subject, as well as being consistently at or above statewide levels. Frazier highlighted the role educators played in student success and praised the results seen across different subjects.
“We’ve had great success with our curriculum due to our teachers being experienced in TEKS and knowing objectives for the test,” he said. “They do a great job at knowing what gaps might need to be filled in their classes. They can pull different objectives where they need to.”
Algebra I saw a large increase in scores with 91% of students reaching the “approaches” grade level threshold/ 78% at “meets”/and 61% mastering the content in 2025, up from 86%/62%/33% in 2024. Lometa’s scores were well above statewide averages, which had a split of 76% approaches/47% meets/29% masters in 2025.
Biology students also showed notable success, with a 2025 split of 100%/82%/32%, compared to 2024 scores of 91%/59%/5%. This placed the district above state levels, with splits of 91%62%/21% for 2025.
English I scores made little movement from last year but did reflect slight increases in all three passing categories. Lometa students scored just above the state average in 2025, with a 78%/57%/17% split, while the state average was 66%/51%/16% in approaches, meets and masters.
English II was one of the only EOC assessments that did not show an increase in any score metric, with Lometa ISD students decreasing from 82%/55%/5% in 2024 to 55%/41%/0% in 2025. State scores were down a few percentages across the three categories as well, but still higher than were posted by Lometa at 71%/56%/8%.
Lometa’s U.S. History results had miniscule declines, down just 1% in approaches grade level and 4% in meets grade level, while being up 1% in the masters category. Lometa’s 95%/63%/26% split did fall below the state scores of 94%68%/37% in 2025.
Additional high school curriculum was discussed by trustees at the June 16 school board meeting, but no action was taken, and school officials will continue to monitor student success and growth.
“We like where we are as a district, but we are working to make improvements for our students to have the best chance to learn,” Frazier said. “We will be discussing different ideas and looking at the data during the year to continue finding how to fill the gaps in where it is needed.”
