Campus Improvement Plan

Comprehensive Needs Assessment

Demographics

Demographics Summary

Stratford High School serves students in grades 9-12 within the Spring Branch Independent School District (SBISD). 

Enrollment trends showed an increase of 122 students from the 2022–2023 school year to the 2024–2025 school year. 

Enrollment Trends:
2024-2025: Enrollment – 2,394
2023-2024: Enrollment – 2,312
2022-2023: Enrollment – 2,272
Source: PEIMS OnDataSuite Fall Dashboard

The demographic profile of the students at Stratford High School has remained relatively consistent during the past three years. The largest percent of students are White, followed by Hispanic. The percent of students considered economically disadvantaged was 32.2% in 2024-2025. During the 2024-2025 school year, 16.1% of the students were identified as Emergent Bilingual (EB); 33.6% At-Risk; 6.6% Immigrant; 0.7% Homeless; 8.8% of students were identified for special education services; and 18.5% were identified for gifted and talented services.

Demographic Trends: Race/Ethnicity
2024-2025: African American – 242 (10.1%)
2023-2024: African American – 231 (10.0%)
2022-2023: African American – 229 (10.1%)

2024-2025: American Indian-Alaskan Native – 5 (0.2%) 
2023-2024: American Indian-Alaskan Native – *
2022-2023: American Indian-Alaskan Native – *

2024-2025: Asian – 139 (5.8%)
2023-2024: Asian – 148 (6.4%)
2022-2023: Asian – 142 (6.3%)

2024-2025: Hispanic – 836 (34.9%)
2023-2024: Hispanic – 791 (34.2%)
2022-2023: Hispanic – 749 (33.0%)

2024-2025: Native Hawaiian-Pacific Islander – * 
2023-2024: Native Hawaiian-Pacific Islander – * 
2022-2023: Native Hawaiian-Pacific Islander – *

2024-2025: White – 1,083 (45.2%)
2023-2024: White – 1,041 (45.0%)
2022-2023: White – 1,053 (46.4%)

2024-2025: Two-or-more – 86 (3.6%)
2023-2024: Two-or-more – 97 (4.2%)
2022-2023: Two-or-more – 93 (4.1%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown

Additional Student Information:
2024-2025: At-Risk – 805 (33.6%)
2023-2024: At-Risk – 887 (38.4%)
2022-2023: At-Risk – 845 (37.2%)

2024-2025: Economically Disadvantaged – 770 (32.2%)
2023-2024: Economically Disadvantaged – 714 (30.9%)
2022-2023: Economically Disadvantaged – 752 (33.1%)

2024-2025: Emergent Bilingual – 385 (16.1%)
2023-2024: Emergent Bilingual – 300 (13.0%)
2022-2023: Emergent Bilingual – 234 (10.3%)

2024-2025: Gifted and Talented – 443 (18.5%)
2023-2024: Gifted and Talented – 433 (18.7%)
2022-2023: Gifted and Talented – 416 (18.3%)

2024-2025: Homeless – 17 (0.7%)
2023-2024: Homeless – 19 (0.8%)
2022-2023: Homeless – 17 (0.8%)

2024-2025: Immigrant – 158 (6.6%)
2023-2024: Immigrant – 104 (4.5%)
2022-2023: Immigrant – 52 (2.3%)

2024-2025: Migrant – 0 (0.0%)
2023-2024: Migrant – 0 (0.0%)
2022-2023: Migrant – 0 (0.0%)

2024-2025: Special Education – 211 (8.8%)
2023-2024: Special Education – 193 (8.4%)
2022-2023: Special Education – 181 (8.0%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown

Attendance Rates:
2022-2023: 93.8%
2021-2022: 92.5%
2020-2021: 93.8%
Source: Texas Academic Performance Report (TAPR)

Chronic Absenteeism:
2022-2023: 15.6%
2021-2022: 21.9%
2020-2021: 16.5%
Source: Texas Academic Performance Report (TAPR)

Demographics Strengths

• Enrollment increased by 122 students over three years, from 2,272 (2022-2023) to 2,394 (2024-2025).
• Racial/ethnic composition has remained consistent, indicating demographic stability and supporting inclusivity.
• EB population has increased from 10.3% to 16% and immigrant student population tripled from 2.3% to 6.6%, showing that the campus has the capacity to serve multilingual learners.
•  Decrease in At- Risk students from 38.4% to 33.6%, suggesting enhanced academic support and dropout prevention.   Attendance rates improved from 92.5% to 93.8%, suggesting better student engagement and campus climate.

Problem Statements Identifying Demographics Needs

Problem Statement 1: There continue to be academic gaps between white and non-white students.
Root Cause: Due to the lack of adequate second-tier supplemental support, the campus faces various challenges in bringing students closer to proficiency in multiple academic areas. Minority students and students from lower socio-economic backgrounds are showing insufficient oral fluency and reading levels compared to non-white students. This perpetuates the gap in academic disparities.

Problem Statement 2: Business and finance pathways continue to attract a specific demographic of students compared to the demographics of students who follow the technical and trade pathways offered by our CTE department.
Root Cause: Lack of exposure continues to lead to the repetitive choices of our student groups in those particular pathways. Not all students are aware of the requirements needed to pursue each pathway, and in many cases, they are not exposed to those opportunities. This continues to promote a feeling of inadequate placement should either group of students pursue an alternative.

Comprehensive Needs Assessment

Student Achievement

Student Achievement Summary

Stratford High School implements a rigorous curriculum that is aligned to state standards and continuously revised to produce and prepare all students towards T-2-4 district goals. Students will master rigorous academic standards to ensure college and career readiness. We believe campus administrators and teachers are members of the campus’ Professional Learning Committees (PLC). PLC in SBISD is an ongoing collaborative team process used to establish a school-wide culture that develops teacher leadership explicitly focused on building and sustaining school improvement efforts.

A top priority in SBISD is literacy. Students receive the opportunity and skill set to experience meaningful literacy experiences that are rigorous and engaging. With their peers, students in SBISD listen, speak, read and write through the content areas with a commitment that they will become lifelong readers and writers. SBISD is driven by standards, focused on strategies, differentiated, and guided by student data. Numeracy is also a top priority in SBISD. Our goal is to provide academic experiences that build confident and creative mathematical thinkers. Finally, our district core value of “Every Child” is exemplified through campus student support priorities. This includes ensuring that all students have the academic and mental health supports needed to be successful no matter the learning environment (SPED, GT, EB, CTE, etc.).

Below is a summary of the End of Course (EOC) STAAR Redesign passing rates:
2024: EOC English I - 80% Approaches; 69% Meets; 33% Masters
2023: EOC English I - 86% Approaches; 69% Meets; 25% Masters

2024: EOC English II - 87% Approaches; 75% Meets; 16% Masters
2023: EOC English II - 86% Approaches; 74% Meets; 20% Masters

2024: EOC Algebra I - 78% Approaches; 39% Meets; 19% Masters
2023: EOC Algebra I - 82% Approaches; 44% Meets; 18% Masters

2024: EOC Biology - 94% Approaches; 76% Meets; 40% Masters
2023: EOC Biology - 95% Approaches; 74% Meets; 35% Masters

2024: EOC U.S. History - 98% Approaches; 80% Meets; 52% Masters
2023: EOC U.S. History - 96% Approaches; 84% Meets; 55% Masters

2024: SPED All Grades All Subjects - 61% Approaches; 33% Meets; 10% Masters
2023: SPED All Grades All Subjects - 72% Approaches; 44% Meets; 9% Masters

2024: EB All Grades All Subjects - 74% Approaches; 39% Meets; 10% Masters
2023: EB All Grades All Subjects - 73% Approaches; 39% Meets; 8% Masters
Source: 2023-2024 Texas Academic Performance Report (TAPR)

Average SAT Scores:
2023: Evidence-Based Reading and Writing (EBRW) – 559 
2022: Evidence-Based Reading and Writing (EBRW) – 560 
2021: Evidence-Based Reading and Writing (EBRW) – 547

2023: Mathematics – 549
2022: Mathematics – 557
2021: Mathematics – 546
Source: Texas Academic Performance Report (TAPR)

4-Year Graduation Rate:
Class of 2023: 94.6%
Class of 2022: 92.8%
Class of 2021: 94.1%
Source: Texas Academic Performance Report (TAPR)

Career College Military Readiness (CCMR):
Class of 2023: 78.4%
Class of 2022: 74.0%
Class of 2021: 73.0%
Source: Texas Academic Performance Report (TAPR)

Student Achievement Strengths

• Emphasis on college and career readiness.
• Active PCL's and collaboration that supports data-driven decision making.   High passing rates for Biology and US History.
• English II scores improved at both Approaches and Meets levels.
• SPED and EB data maintained or improved mastery rates (Masters +2% from 2023 to 2024).   
• Strong trend over three years in CCMR, 73% to 78.4%.
• SAT scores remain above state and national averages.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: Test scores are lower for our EB/EL students, SPED students, African-American students, and Hispanic students than for our white students.
Root Cause: Each sub-population is entering high school with lower reading and writing levels compared to their non-socioeconomic disadvantaged peers. These sub-populations of students are also behind in their acquired math levels and generally are not taking upper-level math courses at the same rate and pace as their non-disadvantaged peers.

Problem Statement 2: Students with a disadvantaged socio-economic background do not take as many college readiness exams as their non-disadvantaged peers. At the same time, the level of academic success on college readiness exams continues to show gap levels between these two groups of students.
Root Cause: Lack of availability and funding for preparatory testing skills to our socioeconomically disadvantaged students is a major contributor towards the lack of success on college readiness exams. Our disadvantaged students enter high school below grade level in multiple areas and they lack the resources to engage in test prep practices that would help promote more success on college entrance exams.

Comprehensive Needs Assessment

Staff Recruitment and Retention

Staff Recruitment and Retention Summary

The Talent strategy is to recruit and retain the best employees at Stratford High School to support students. For employees and support personnel, this includes recruitment processes and hiring practices to develop and retain staff to meet the unique needs of each department and/or campus. Increased creativity and flexibility in our staffing, compensation, and benefit plans will help SBISD attract and retain qualified individuals. In order to meet our strategic goals, attract and retain the best talent, we focus our efforts on the following key areas:

• Recruitment and Retention of instructional, non-instructional, paraprofessional, and auxiliary staff   
• Onboarding processes
• Staffing and Performance Management   
• Competitive Compensation and Benefits   
• Benefits Training opportunities

Teacher by years of experience:
2024-2025: Beginning – 3.3 FTE (2.6%)
2023-2024: Beginning – 1.8 FTE (1.7%)
2022-2023: Beginning – 2.0 FTE (1.9%)

2024-2025: 1-5 Years – 25.7 FTE (20.4%)
2023-2024: 1-5 Years – 20.8 FTE (19.1%)
2022-2023: 1-5 Years – 25.4 FTE (23.8%)

2024-2025: 6-10 Years – 30.2 FTE (24.0%)
2023-2024: 6-10 Years – 24.1 FTE (22.1%)
2022-2023: 6-10 Years – 20.3 FTE (19.0%)

2024-2025: 11-20 Years – 41.7 FTE (33.2%)
2023-2024: 11-20 Years – 34.8 FTE (31.9%)
2022-2023: 11-20 Years – 35.3 FTE (33.1%)

2024-2025: Over 20 Years – 24.9 FTE (19.8%)
2023-2024: Over 20 Years – 27.5 FTE (25.2%)
2022-2023: Over 20 Years – 23.7 FTE (22.2%)

2024-2025: Total – 125.7 FTE (100%)
2023-2024: Total – 109.0 FTE (100%)
2022-2023: Total – 106.7 FTE (100%)
Source: PEIMS OnDataSuite, Fall Core Teacher Summary Report

Staff Recruitment and Retention Strength

• 17.8% increase in core teachers, 106.7 FTE to 125.7 FTE.
• A large majority of teachers have more than 6 years of experience. 
• 33.2% have 11–20 years, 19.8% have over 20 years of experience. 
• Stratford maintains a healthy distribution across teacher experience levels, this balance strengthens mentorship and instructional depth.

Problem Statements Identifying Staff Recruitment and Retention Needs

Problem Statement 1: We continue to try and recruit teachers who are willing to embrace the needs of the student today compared to the student from 15 years ago. Educators seek a sense of belonging, autonomy, and professionalism. We must continue to find a way to showcase the attainability of all of those facets while still following district and state curriculum.
Root Cause: Due to the political constraints and uncompromising expectations placed on educators, compared to their level of pay, many are leaving the profession, and fewer are entering the field.

Problem Statement 2: Recruiting experienced teachers who are masters of their craft to come to Stratford as opposed to other campuses in district and from neighboring districts takes multiple approaches to reach the needs of the teacher as well as mutually meeting the needs of the campus.
Root Cause: Stratford has a reputation that it's students, staff, and community may be difficult and appear entitled, based on experiences from the past. Campus leadership and current staff need to have great experiences in order to promote and change that narrative. That allows us the opportunity to recruit great teachers and new families to our campus.

Comprehensive Needs Assessment

Family and Community Engagement

Family and Community Engagement Summary 

FAMILY ENGAGEMENT
Stratford High School provides a sustained and strategic focus on educating, engaging and empowering families that are aligned with the SBISD Family E3 framework, focusing on building the capacity of families and staff to work together for student academic success. The Share a Smile Customer Service commitments are embedded into the Family E3 expectations, emphasizing the importance of customer service at our campus. The campus Translation and Interpretation Procedure asserts our commitment to provide families with information they can understand. Families are invited to attend campus and district events. The Family E3 team conducts an annual needs assessment with our campus to determine family engagement strengths and areas of support.

COMMUNITY ENGAGEMENT
Stratford High School works closely with the SBISD Community Engagement Division to support meaningful, strategic two-way engagement of families, community members, partners, and volunteers. The district traditionally has a large and very committed network of partners and 12,000+ volunteers. Stratford High School works with the Community Engagement team to recognize our campus needs, celebrate community engagement strengths, and identify partnership opportunities. We welcome and value partners and volunteers who serve on our campus to support the successes of our students, staff and families.

Family and Community Engagement Strengths

• Robust network of volunteers and community partners.
• School actively recognizes and celebrates community contributions.
• Family engagement practices are guided by E3- Educate, Engage, and Empower.
• Implementation of translation and interpretation procedures ensure that all families receive information.   
• Families are regularly invited to participate in both campus and district events.

Problem Statements Identifying Family and Community Engagement Needs

Problem Statement 1: All activities are in English and some families may need translation. Stratford must keep pushing forward with ideas that help make the campus an open and welcoming environment for all of our families.
Root Cause: The lack of staff that understand and can communicate in multiple languages increases the likelihood of barriers between effective campus and parent communication that benefits our students.

Problem Statement 2: Ensure non-socioeconomic disadvantaged students continue to have access and support to opportunities for collegiate success in addition to providing opportunities to students who are socio-economically disadvantaged.
Root Cause: In an effort to provide equity towards all students, we must ensure that opportunities are not taken away from one set of students but instead, provide opportunities to those who have not previously been afforded those same opportunities.