The start of the 2026-27 school year has brought a mix of challenges, progress, and renewed focus to one of North Texas’s largest school systems. As students returned to classrooms across the city, fort worth isd entered its first full academic year under state control, guided by new leadership and early signs of academic improvement.
In March 2026, the Texas Education Agency assumed oversight of the district due to ongoing concerns about academic performance. Commissioner Mike Morath appointed Dr. Peter Licata as superintendent and installed a Board of Managers to replace the elected school board. The move positioned Fort Worth ISD as the largest district in Texas operating under state intervention. Nearly 70,000 students are now enrolled as the district works to raise achievement levels and eventually return to local control.
One of the most notable early successes has been staffing. Despite more than 1,000 employees leaving after the takeover was announced, fort worth isd opened the school year with zero core classroom teacher vacancies—an unusual accomplishment for a district of its size. Leadership credited a 5 percent pay raise for teachers, along with aggressive recruitment, for helping fill positions. Superintendent Licata highlighted the milestone as evidence that classrooms were ready for instruction from day one, with backup staff available to cover absences.
Academic ratings released by the Texas Education Agency in mid-August provided further context for the district’s trajectory. Fort Worth ISD retained an overall C rating, but its scaled score rose from 73 to 77, moving closer to the threshold for a B. Campus-level results showed meaningful gains: the district now has 17 A-rated schools and 38 B-rated schools, up from previous totals. The number of D-rated campuses dropped to 19, and F-rated campuses fell to seven. Several schools made significant jumps, including Diamond Hill Elementary, which improved from a D to an A. District officials noted that 66 campuses raised their overall scores and 43 improved by at least one letter grade.
Not every campus saw immediate success. William James Middle School received its fifth consecutive F rating, though state officials indicated the existing intervention plan would continue without additional immediate action. In response, the district has expanded its “Elevate” initiative, directing extra staffing and resources to campuses identified as needing intensive support. Monnig Middle School is among those receiving heightened attention under the model.
Licata has emphasized a practical, day-to-day focus. After visiting campuses during the first week, he described the opening of school as “not perfect, but a great start.” He pointed to orderly campuses, active teaching, and systems already in place as positive indicators. “There’s a buzz in the air,” he said, underscoring the limited window educators have each day to reach students.
The path forward includes ambitious goals. Leadership has targeted meaningful gains in student proficiency, with an emphasis on reading and core academics. Curriculum adjustments, increased campus-level support, and efforts to stabilize staffing form the core of the improvement strategy. Eight campuses that earned consecutive A ratings have been granted greater operational flexibility while still aligning with districtwide instructional expectations.
For families, the transition has brought both uncertainty and hope. The state takeover followed years of stagnant performance and declining enrollment pressures. Many parents and community members are watching closely to see whether the new structure produces faster progress than previous efforts. Early staffing stability and the upward movement in campus ratings have provided some reassurance as the year begins.
Budget decisions earlier in the summer also reflected shifting priorities. The Board of Managers approved a plan that included teacher raises and directed more resources toward classrooms rather than central administration. Officials described the approach as “kids first,” signaling an intent to reverse past patterns of administrative growth.
As the school year continues, fort worth isd faces the dual task of delivering immediate instructional improvements while rebuilding long-term capacity. Success will ultimately be measured by student outcomes—higher proficiency rates, fewer struggling campuses, and sustained progress that can justify a return to local governance. The early weeks have shown operational readiness and modest academic gains. The coming months will test whether those foundations can support deeper, lasting change across a large and diverse urban district.
For now, classrooms are staffed, students are present, and a new leadership team is working to turn incremental progress into broader success. The story of fort worth isd in 2026-27 is still being written, one school day at a time.
