Lake Worth Independent School District held a community‑feedback session on Sept. 23 at the Howry Annex, drawing ten parents, grandparents and other residents. The meeting, part of the district’s ongoing academic overhaul overseen by the state‑appointed board of managers and Superintendent Ena Meyers, focused on how the new accelerated curriculum is affecting students at home.
Parents seek balance between speed and support
Renee Ingram, whose fourth‑grade daughter struggles with math, asked, “What happens to students who cannot keep up?” She noted that her daughter has experienced more meltdowns since lessons have moved at a faster pace. Ingram’s seventh‑grade son, who performs well academically, reported that school feels increasingly stressful.
Ingram acknowledged the need for change, saying, “I understand why they’re doing this, don’t get me wrong, and some of it needs to be done.” Yet she cautioned that pushing children “as fast as they’re pushing them” may not be the right approach for every learner.
State leadership explains remediation plan
During the session, administrators Kasie Longoria and Kevin Alaniz explained the district’s tiered instruction model. Students who have not yet mastered a lesson receive a second instructional round lasting 25‑30 minutes. Those who demonstrate mastery move to a separate learning space for independent work. Longoria added that students can return to their teacher for additional help, and campus leaders will reinforce that expectation.
Superintendent Meyers highlighted recent gains: four of the district’s five campuses improved their state accountability ratings, and Lake Worth High School advanced from a C to a B. She reported that about 31 % of students scored at or above the national average in reading on the district’s beginning‑of‑year assessment, with roughly 36 % reaching the national average in math. Meyers said the goal is to lift more students to at least the national benchmark.
Board and community leaders stress ongoing engagement
Board of managers member Mary Wilson Coker, a former elected trustee, emphasized the importance of parental input. “We all want them to be successful. We want our kids to do better and have the best education possible,” she said, urging leaders not to lose sight of student voices.
To accommodate working families, the district is considering a later start time—6 p.m. instead of 5:30 p.m.—for its next community meeting in January. Ingram welcomed the idea, noting that many parents hold two or three jobs and struggle to attend evening sessions.
Administration’s response and next steps
Superintendent Meyers reiterated the district’s commitment to transparency and continuous improvement. “Our teachers are diving in, taking coaching, and asking great questions,” she said. Meyers promised to bring regular updates on early literacy, math readiness, and college‑career‑military readiness to the board, ensuring that data‑driven decisions remain visible to the community.
Parents were also encouraged to complete an online survey that will feed directly into campus improvement plans. While Ingram expressed skepticism until she sees measurable classroom results, she remains hopeful that the district’s accelerated plan will translate into real academic gains for all students.
Context of the state takeover
Texas Education Commissioner Mike Morath appointed a five‑member board of managers and Superintendent Meyers on April 23 after Lake Worth ISD received a series of unacceptable academic ratings, including five consecutive low scores at Marilyn Miller Language Academy. The state’s intervention aims to raise standards, improve test scores, and restore confidence in the district’s educational outcomes.
As the district works toward those goals, the dialogue between parents and state‑appointed leaders underscores the community’s desire for both high expectations and compassionate support for every learner.
Original reporting: Fort Worth Report — read the source article.
