Fort Worth ISD’s targeted tutoring initiative is showing early signs of success, particularly in reading, but math remains a significant hurdle, according to Superintendent-designate Karen Molinar.
Over the past five weeks, central office administrators have logged nearly 11,000 hours of tutoring for more than 2,600 students in an effort to boost academic performance. While reading scores have seen incremental gains, internal assessments reveal that math scores—especially in third grade and middle school—are still falling short of district goals.
The latest data from the district’s MAP assessment suggests Fort Worth ISD is on track to meet its 2025 reading targets, with noticeable progress among Black students who had previously lagged behind. However, math remains a weak spot, prompting calls for more intensive, strategic interventions.
To address these challenges, Molinar is evaluating the district’s math curriculum, considering additional teacher training, and deploying instructional coaches where needed. She pointed to the structured literacy model, which has contributed to reading gains, as a potential blueprint for improving math instruction.
Despite the challenges, schools that received direct tutoring support saw tangible improvements—math scores jumped by an average of five percentage points, while reading scores climbed seven. Schools leading the charge include Hubbard Heights, Helbing, and Diamond Hill elementary schools, as well as Western Hills and Southwest high schools.
Molinar remains optimistic, emphasizing the impact of focused intervention.
