Mule Time Media

by Tavie Son (Posted on October 9, 2025 @ 12:00 AM)

On the morning the Texas Education Agency’s ratings were released, a group of Alamo Heights Junior School (AHJS) faculty gathered in anticipation, aware of the months of strategic initiatives and collaborative effort invested throughout the academic year. Their commitment yielded a singular distinction:

AHJS was the only campus in the Alamo Heights school district to receive an “A” rating from the TEA.

This achievement reflects the school’s steadfast leadership, the professionalism of its educators, and a student body that persistently pursued academic growth in the face of high standards.

Academic Dean of the San Antonio located junior high school, Mrs. Alexander emphasized that “as a district, we are more than one test on one day” and said she was proud of the work put in by AHJS faculty, staff, and students. Principal Dr. Guthrie echoed her sentiment, noting that the entire junior school community shares in that pride.

This achievement provides a foundation for understanding the broader context that contributed to AHJS’s success. The following sections will delve into key areas like the evolution of standardized testing, the importance of teamwork, and the focus on student growth, which collectively shed light on how this ‘A’ rating was earned.

Understanding Accountability Ratings

A central component of the Texas Education Agency (TEA) accountability system is the State of Texas Assessments of Academic Readiness (STAAR) test. The STAAR test has played a significant role in Texas education, serving for decades as a standardized measure of student achievement and school performance in multiple iterations.

However, while the STAAR test is important, it is not the only factor in determining Texas’s accountability ratings. To understand the significance of the rating, it helps to know how the TEA measures schools. Unlike a simple point-based grading system students are used to, Texas schools are evaluated on three major categories:

• School Progress — measuring how much students grow from year to year.
• Student Achievement — tracking performance on standardized assessments and readiness indicators.
• Closing the Gaps — showing how well schools support students across demographics, ensuring that no group is left behind.

Together, these areas create a more complete picture of what a school provides.

Mrs. Alexander noted that while the names of state tests have changed over the years — from TASP to STAAR — the pressure has remained. She explained that standardized exams are meant to create “a level playing field in some cases where everybody would take the same test.” Still, she acknowledged that “not everybody is the same type of test-taker, and… some kids aren’t at that level.”

By offering personalized learning plans and tutoring sessions, AHJS ensures that all students have the support they need to succeed. These initiatives are designed to help each learner build confidence and improve their test-taking abilities over time.

Some History

Her words point to a long history of statewide testing in Texas. The first standardized exam, the Texas Assessment of Basic Skills (TABS), started in 1980. It measured only fundamental skills in reading, math, and writing. In 1984, Texas replaced TABS with the Texas Educational Assessment of Minimum Skills (TEAMS). TEAMS raised expectations slightly but still focused on minimum standards.

By 1990, Texas introduced the Texas Assessment of Academic Skills (TAAS), which measured more complex thinking but still drew criticism for limiting creativity in the classroom. That was followed by the Texas Assessment of Knowledge and Skills (TAKS) in 2003, which aimed to be more comprehensive and better aligned with state curriculum standards.

Finally, in 2012, the STAAR test was implemented, designed to be more rigorous and to measure not just basic proficiency but also readiness for college and careers. Over time, the test has become one of the central ways the state evaluates schools and districts.

That evolution explains why AHJS’s success matters. The “A” rating was not achieved under an outdated system but under one of the most rigorous accountability frameworks Texas has ever had.

Using Data to Drive Success

One of the keys to AHJS’s achievement was a shift in how teachers approached instruction. Instead of relying on intuition or tradition, they relied on student data to guide their lessons and strategies.

Dr. Guthrie emphasized the strategic shift toward data-driven instructional practices, explaining that this approach ensures educators make informed decisions rather than relying on conjecture about appropriate assignments. As he articulated, adopting a data-driven mindset in education means that

“we are not just guessing on what assignments to give kids,”

but instead utilizing empirical evidence to tailor instruction to students’ needs.

By analyzing test results, class performance, and growth measures, teachers identified where students were struggling and adjusted lessons accordingly. This prevented wasted time and allowed teachers to intervene quickly, while also challenging high-performing students to go further. This all came together to help the school exceed expectations.

Superintendent Dr. Bashara noted similarly that this process is not solely used at the Junior School but in all schools throughout our district. “The Junior School was really committed to what we call professional learning committees and looking at student data and progress monitoring.”

All of the district has standout students and methods, but the Junior School’s ability to help its students through data and progress scores exceeds expectations. This success is not the result of one group alone—it’s the product of teachers, administrators, students, and families working together toward a shared goal.

Building Momentum Together

For Dr. Guthrie, achieving an “A” rating wasn’t just about data—it was about building a culture of collaboration and shared purpose.

“I’m a big believer in what’s called first followers,” Dr. Guthrie said, referencing a TED Talk that uses a quirky concert dance video to illustrate how movements build momentum. The key point, he explained, is that change doesn’t happen because of a single leader, but because of those who step up to follow.

The metaphor fits the AHJS journey. While leadership set the tone, real change happened when teachers and students joined in, creating momentum that spread throughout the school. 

Furthermore Dr. Guthrie discussed how, although it may seem like administrators are the ones creating these changes, they aren’t. It starts with him; then administrators are first followers, teachers who are department leaders are second followers, teachers who spend extra time with students are third followers, and so on and so forth. So in reality, every person at the school makes contributions to our overall performance.

Why Growth Counts

A big part of the TEA grading system is not just achievement, but growth. AHJS excelled because it demonstrated that students were improving year after year, not just hitting a one-time benchmark. “For example, Alamo Heights, we have great kids, great parents, Some districts don’t have that. If we were to compare Alamo Heights to those districts, it’s not going to look very fair. It’s going to look like our kids are getting this great education, because [they] are, and other schools aren’t. So to counterbalance that, they have things like growth measures.”

Growth measures evaluate how much a student improves over time, regardless of their starting point. This approach ensures that schools are recognized not just for the performance of their highest achievers but also for the progress of all their students. By focusing on individual student growth, schools are encouraged to support every learner, providing a fairer comparison across districts with diverse student populations.

By focusing on growth, the TEA ensures that schools serve all learners, from those struggling to catch up to those ready to advance. AHJS’s success proves that growth can happen across the board when a school commits to meeting students where they are.

The Broader Picture

Standardized testing and accountability remain complicated in Texas education. For Dr. Guthrie, the challenge is creating a system that is both fair and rigorous.

“I believe that all districts should be responsible for evaluating their students,”

– Dr. Guthrie in an interview with Mule Time Media

“But … not all districts are built the same. And there may be a superintendent who goes, ‘Aw, great! Now all our kids have to do is read at a 3rd-grade level.’” His point underscores the balancing act of state accountability—measuring progress without lowering expectations.

Looking Ahead

Even with the celebration of an A rating, AHJS is not slowing down. For its educators, the recognition serves as both encouragement and motivation to keep raising the bar.

Mrs. Alexander expressed confidence that “our kids [will] keep working, our teachers [will] keep teaching, and we will continue to see the growth we’ve been seeing.” She added that the recognition has created a ripple of pride throughout the school, reminding staff that “the work we put in can really help our kids be successful.”

The Bottom Line

Alamo Heights Junior School’s A rating is more than just a letter—it’s the culmination of decades of educational evolution in Texas, and a reflection of the teamwork, strategy, and dedication that define its community. By embracing data-driven instruction, building momentum, and focusing on growth, AHJS showed that true excellence comes when everyone—students, teachers, and leaders—works together.

And while the A rating is worth celebrating, the message from AHJS is clear: success isn’t a finish line. It’s a process of growth, improvement, and belief that every student has the chance to thrive.