Analyzing Texas STAAR Score Ranges: An Educator’s Guide + PLC Template

The Texas Education Agency (TEA) recently released the Spring 2026 State of Texas Assessments of Academic Readiness (STAAR) results for End-of-Course (EOC) assessments and grades 3–8, giving district leaders a vital diagnostic look at academic progress across the state. While state numbers show encouraging pockets of growth—including widespread high school EOC gains and rising scores for historically underserved student groups—a look at the macro-level trend lines reveals massive work ahead. The core grade and subject-level takeaways highlighting these unresolved recovery gaps include:

• Algebra I EOC: Spiked by seven percentage points year-over-year to 54%, yet remains critically below the 62% pre-pandemic benchmark recorded in 2019.
• Grade 7 Mathematics: Experienced a two-percentage-point decline from last year, leaving middle school math performance a staggering 12 points below the 2019 baseline scores.
• Grade 3 Mathematics: Remained entirely stagnant with zero growth compared to 2025, signaling persistent early-grade foundational gaps.
• Grade 3 Reading: Performance dipped by one percentage point from last year to 49%, raising early elementary literacy alarms even as upper grades exceeded 2019 recovery baselines.
• Grade 8 Social Studies: Crested at 32% (up two percentage points from 2025), but still fails to reach the 35% recorded pre-pandemic.
• Grades 5 and 8 Science: Combined results are completely delayed until July 31, 2026, due to essential standard-setting for the revised TEKS, leaving curriculum teams temporarily flying blind.

To help your administrative team accurately decode these results and transform raw metrics into a targeted classroom response, it’s essential to understand how these scale scores map to student capability. The following guide provides a comprehensive breakdown of the state’s performance levels, followed by actionable strategies to support students at every level.

Overview of Texas STAAR Performance Levels

Texas uses four performance levels to describe student achievement on STAAR assessments and End-of-Course (EOC) exams:

• Did Not Meet Grade Level
• Approaches Grade Level
• Meets Grade Level
• Masters Grade Level

These performance levels provide more context than a simple pass-or-fail designation. They help educators understand how independently students can apply grade-level TEKS and where additional support or enrichment may be needed.

Instead of viewing STAAR scores as a compliance measure, schools can use performance levels as a diagnostic tool. By understanding what students can do at each level, educators can move beyond broad test-preparation strategies and focus on targeted, standards-based instruction.

While scale scores vary by grade level, subject, and assessment, the meaning behind each performance level remains consistent across Texas.

The Four Performance Levels: What They Mean for Your School

Texas uses the same four performance levels from elementary school through high school. While the level names remain consistent, they apply to both STAAR assessments in grades 3–8 and STAAR End-of-Course (EOC) exams, including Algebra I, Biology, English I, English II, and U.S. History.

Understanding what each level represents can help schools determine the type of support students need to continue growing.

Did Not Meet Grade Level

Students in this category have not yet demonstrated sufficient understanding of grade-level TEKS. They often need significant support with foundational skills and prerequisite concepts before they can successfully engage with grade-level instruction independently.

Instructional Focus

• Identify prerequisite skills that require reinforcement.
• Use diagnostic and formative assessment data to pinpoint specific learning gaps.
• Provide targeted intervention through small-group or individualized instruction.
• Monitor student progress frequently to evaluate growth and adjust support.
• Focus on building both academic confidence and foundational knowledge.

Goal: Help students build the foundational skills necessary to successfully engage with grade-level learning.

Approaches Grade Level

Approaches Grade Level is considered the minimum passing standard in Texas. Students in this range demonstrate partial understanding of grade-level expectations but often require additional support when applying skills independently or solving more complex problems.

Many schools identify this group as a priority for targeted intervention because relatively small gains can move students toward proficiency.

Instructional Focus

• Provide targeted remediation on specific TEKS standards.
• Use standards-level data to identify areas of unfinished learning.
• Incorporate scaffolded practice opportunities.
• Regularly review student progress to adjust support.
• Create opportunities for students to build confidence through guided success.

Goal: Move students from partial understanding to consistent, independent application of grade-level skills.

Meets Grade Level

Students performing at Meets Grade Level demonstrate a solid understanding of grade-level TEKS and can generally apply skills independently. The Texas Education Agency identifies this level as an indicator that students are likely to succeed in future coursework with minimal academic intervention.

Instructional Focus

• Maintain rigorous Tier 1 instruction aligned to the full depth of the TEKS.
• Continue exposing students to complex thinking and problem-solving opportunities.
• Monitor progress to ensure students maintain proficiency.
• Provide opportunities to extend learning through application and analysis.
• Encourage students to explain reasoning and support conclusions with evidence.

Goal: Maintain strong grade-level performance while continuing to deepen understanding.

Masters Grade Level

Students achieving Masters Grade Level demonstrate advanced understanding of grade-level content and can apply skills independently in complex situations. These students are often ready for additional academic challenges and enrichment opportunities.

Instructional Focus

• Increase cognitive rigor and complexity.
• Provide enrichment opportunities that extend beyond grade-level expectations.
• Encourage independent inquiry, research, and problem-solving.
• Incorporate advanced writing, analysis, and real-world applications.
• Create pathways toward advanced coursework and accelerated learning opportunities.

Goal: Continue challenging students while fostering deeper engagement and academic growth.

From Test Scores to Classroom Action: A Simple 3-Step Process

Data is only valuable when it leads to instructional action. Rather than focusing exclusively on overall proficiency rates, schools can use a structured process to translate STAAR results into meaningful next steps.

Step 1: Identify Broad Campus Trends

Begin by examining performance across the campus or district before diving into individual student results. Understanding campus-wide trends helps leaders prioritize resources and support where they are needed most.

Questions to consider:

• Which grade levels demonstrated the strongest growth?
• Which subjects need additional support?
• Are there consistent trends across multiple campuses?
• Are achievement gaps appearing among specific student groups?

Step 2: Pinpoint Critical TEKS Standards

Once broad trends are identified, dig deeper into standards-level performance. Rather than reteaching entire units, focus on the specific TEKS that had the greatest impact on student performance. This approach allows instructional teams to focus intervention efforts where they can have the greatest impact.

Questions to consider:

• Which reporting categories had the lowest performance?
• Which standards appear across multiple grade levels?
• Where are students demonstrating partial mastery versus significant gaps?
• Which concepts are having the greatest impact on overall achievement?

Step 3: Implement Group-Level Strategies Through PLCs

The final step is turning data into action. Professional Learning Communities (PLCs) provide an opportunity for educators to collaboratively analyze results, plan instruction, and monitor progress.

Effective PLC conversations often include:

• Reviewing standards-level performance.
• Identifying priority TEKS for reteaching.
• Creating targeted intervention groups.
• Sharing instructional strategies.
• Monitoring progress toward student growth goals.

When PLCs are focused on specific standards and measurable outcomes, assessment data becomes much more actionable. Use our free Texas PLC Data Analysis Template to help identify trends, prioritize standards, document instructional responses, and plan next steps.

Accelerating Student Growth with Progress Learning

Progress Learning provides Texas schools and districts with tools designed to help educators identify learning gaps, monitor student progress, and deliver targeted support aligned to the Texas Essential Knowledge and Skills (TEKS).

Custom Testing Tailored to TEKS Blueprints

With a library of more than 200,000 teacher-written assessment items, educators can create custom formative assessments aligned directly to TEKS expectations. Schools use these assessments to:

• Identify standards-level strengths and weaknesses.
• Monitor progress throughout the year.
• Create benchmarks that mirror the rigor and format of STAAR and EOC assessments.
• Gather actionable data for PLC discussions and instructional planning.
• Continued support to help schools and districts adapt to the changing education landscape in Texas, with support for the SST coming next school year, and help to make it easier to reward teachers with the Teacher Incentive Allotment.

Automated Pathways for Targeted Remediation

For students who need additional support, Liftoff provides adaptive intervention for grades 2–8. Using diagnostic data, Liftoff identifies missing prerequisite skills and automatically builds individualized learning paths focused on each student’s specific needs.

Schools using NWEA MAP can also import RIT scores directly into Liftoff, allowing existing assessment data to immediately drive intervention and remediation planning. Progress Learning is the only provider offering NWEA MAP integration for science in Texas, in addition to math and reading.

Get the Texas PLC Data Analysis Template

Want to transform your STAAR results into a clear plan for instructional improvement? Use our free Texas PLC Data Analysis Template to:

• Organize assessment results.
• Identify priority TEKS.
• Focus PLC discussions on actionable next steps.
• Develop intervention and enrichment plans.
• Track student growth throughout the school year.

After opening the template, select File > Make a Copy to customize it for your campus, grade level, or PLC team.

When assessment data, targeted instruction, and collaborative planning work together, schools are better positioned to support student growth and improve outcomes across all performance levels.