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By delaying biology and algebra for NES students, Miles is inflating scores while denying kids access to advanced coursework. That’s not equity—it's institutional harm.

Below is an excerpt from today’s Texas Monthly story, “One Key to Houston ISD’s Rising STAAR Scores? Holding Students Back.”

“In his enthusiasm, though, Miles glossed over a crucial fact: The two-year jump in algebra and biology scores was, at least in part, a result of systematically pushing students at NES schools into less rigorous math and science classes. These moves, some of which were previously reported by the Houston Chronicle, inflated test scores by forcing thousands of students at struggling schools to take STAAR exams a year later than their peers at higher-performing campuses…

“Until the state takeover, most students took both Algebra I and biology in ninth grade, while higher-performing students could take algebra in eighth or even seventh grade. That’s still true at non-NES schools, such as Lanier Middle School and Bellaire High School, which tend to have wealthier, whiter populations. But at NES schools, the course sequence has become much more rigid…

“Since the state takeover, access to eighth-grade algebra has declined at many NES schools. Two middle schools that joined NES in 2023 (Cullen and Fondren) did not offer an algebra course that year; three schools that joined in 2024 (Deady, Fonville, and Gregory-Lincoln) also did not offer algebra their first year in the program. At many other schools, eighth-grade enrollment in Algebra I dropped by more than half from its pre-NES figure…

“A math teacher at Deady told me that his advanced students are frustrated by their inability to take more challenging courses. “If you keep them on the same plane as everyone else, you are going to see higher scores, because those higher-level students are bringing those scores up,” he said. “But over time, if those students don’t stay motivated, it will be like, ‘Okay, well, if I don’t need to try to be better, why try to be better?’ ” 

Read the full stories in Texas Monthly (“HISD’s Rising STAAR Scores? Holding Students Back”) and in the Houston Chronicle (“Fewer Test-Takers, Better Results: What HISD's Biology STAAR Data Shows”).

Everyone who cares about real student learning, equity, and access should be demanding that Mike Miles step down.