Students actively participating in science experiments to enhance their understanding of biology concepts.
The Houston Independent School District has achieved significant improvements in biology STAAR exam scores, surpassing state averages for the first time in recent years. Passing rates for the exam increased from 77% to 91%, as the district navigates changes in its science curriculum under the New Education System initiative. Although there are positive trends in overall student proficiency, concerns regarding declining enrollment in biology and potential impacts on low-income students have been raised, highlighting the complexities of reform efforts within the district.
The Houston Independent School District (HISD) has reported significant improvements in STAAR exam scores for biology, as passing rates have surpassed state averages for the first time in 2025. This achievement comes amid controversial changes to the district’s science curriculum, spearheaded by Superintendent Mike Miles under the New Education System (NES) initiative.
The percentage of HISD students who passed the biology exam increased from 77% in spring 2023 to 91% in spring 2025. This rise indicates a remarkable turnaround as the district also experienced a broader improvement in overall proficiency across various subjects, particularly noticeable in Algebra 1 and biology. The share of students meeting or exceeding grade level in biology increased by 11 percentage points during this period.
Despite the enhanced performance metrics, challenges are evident within the district. Enrollment in ninth-grade biology has plunged by about 28%, from nearly 26,800 students in the 2022-23 academic year to around 18,600 students in the 2023-24 term. This drop correlates with a significant reduction in candidates for the STAAR biology exam, with HISD reporting a 34% decline in students taking the assessment, from approximately 15,700 to about 10,400 over two academic years.
The cause of this decline is attributed to the restructuring of the science curriculum, which mandated freshmen to take integrated physics and chemistry in lieu of traditional biology. This transition was designed to alleviate academic stress and provide students who were not adequately prepared with additional time to grasp essential science concepts. In the first year of the curriculum overhaul, some students who were still developing their reading skills were moved into 10th-grade biology classes.
While enrollment in ninth-grade biology has decreased, other science courses have reported dramatic increases. For example, the number of students enrolled in environmental science nearly quadrupled, and ninth-grade physics enrollment surged nearly sevenfold, expanding from about 230 students to over 1,600. Similarly, enrollment in integrated physics and chemistry tripled, rising from approximately 2,100 to over 6,100 from 2022-23 to 2024-25.
Additionally, HISD noted a 10 percentage point increase in students meeting grade-level expectations in mathematics, climbing to 77% by 2025 in Algebra 1. These developments indicate a strategic shift aimed at improving academic performance across multiple subjects within the district.
As HISD continues under state control, the district aims to address long-standing issues in failing schools to potentially regain autonomy. Superintendent Mike Miles expressed hopes for expedited progress, indicating that sustained positive trends in academic performance could lead to earlier local control than anticipated.
The district remains optimistic that as students improve their literacy and math skills, enrollment in the biology exam will rise in upcoming years. This reflects the overarching goal of enhancing educational quality and accountability within HISD. The current trajectory will be closely monitored, as state control hinges on observable improvements in testing results.
Overall, HISD’s focus on reform through the New Education System aims to create a better framework for learning, although the ramifications of significant curriculum changes and resultant enrollments continue to provoke mixed reactions among educational stakeholders.
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