Beyond Aggregates: Within-District Educational Inequity in Fort Bend Independent School District

Educational inequity is a significant issue in the American education system, with Black, Hispanic, and economically disadvantaged students facing disproportionate barriers to post-secondary success. This exploratory quantitative research investigates how the Fort Bend Independent School District's overall "B" accountability rating masks significant within-district educational inequities despite Texas's comprehensive policy frameworks including College and Career Readiness Standards and the 60×30TX plan. Using Texas Academic Performance Report data from 2020-2023, this study analyzed college readiness indicators, graduation rates, and demographic patterns across 11 high schools serving nearly 80,000 students in one of Texas's most diverse districts. The results of this study indicate striking demographic sorting where A-rated schools such as Clements serve predominantly Asian students (55.5%) while F-rated schools such as Willow Ridge serve mainly African American (63.7%) and Hispanic (31.4%) students. Substantial achievement gaps were found in this study including Asian students outpacing peers by 45-47 points in TSI Math and 38 points in TSI ELA, while economically disadvantaged students trailed by 13 points across multiple readiness indicators. The most concerning finding was that high graduation rates provide false reassurance about student preparation, as African American students show a 48-point gap between graduation (93%) and college readiness (45%) while Hispanic students demonstrate a 43-point gap (87% vs. 45%). These findings demonstrate how the aggregate accountability measures can obscure systemic inequities within seemingly successful districts, highlighting the need for disaggregated reporting and comprehensive solutions to resolve educational segregation patterns.