As a mother of four, I watched my two oldest children graduate from Houston ISD without quality pathways to college or good careers. The district did not properly prepare them for life after high school, nor did it help my two oldest children explore their options.

Fortunately for my eighth-grade son, the story is changing. Despite the challenges of navigating school with autism and special education services, his high-test scores earned him a spot in both Algebra I and biology. Historically, school has been a struggle for him — he lacked motivation and could not see a path forward. Everything changed after he toured high schools and their career centers.

For the first time, he saw a future for himself: a cybersecurity pathway and eventually a degree in computer engineering. Thanks to advanced classes in middle school and early exposure to exciting careers, he isn’t just going through the motions of school. He is driven, prepared, and finally has a plan to succeed.

We send our children to Houston ISD schools every morning, hoping that when they graduate, they’ll be ready for what comes next. That could be college, and/or a career that pays a living wage. My eighth grader is fortunate, but my older children and thousands of other students in the Houston area are not as lucky.

According to EdTrust in Texas, only 22% of Harris County students complete a postsecondary certificate or program within six years of high school graduation. And research shows that the stakes are high: Harris County students who earn an associate degree are twice as likely to earn at least $50,000 per year than their peers who don’t earn a degree.

We know that Houston is making some progress: in 2026 Houston ISD continued to make improvements in high school STAAR results in almost every subject. Our kids and their teachers work hard, but a closer look at the data shows that some indicators, such as access to advanced coursework and the percentage of students passing AP or IB exams, have declined over the past five years.

Access to advanced coursework often depends on where a student attends school or whether families know how to opt into these courses. That’s not equitable. Many students are ready for Algebra I, biology, dual credit, AP, IB, or career-focused courses, but they are never given the chance because the system does not always identify them early or make those opportunities clear to families. Every student who is ready for more challenging work should have the same opportunity to access it.

Good Reason Houston’s research shows that students who earn dual credit, pass AP or IB exams, and receive strong scores on the SAT, ACT, and TSIA are better prepared for college and career success. These quality pathways help students envision a future for themselves, leading them to attain professional certifications from local colleges, which are linked to higher wages.

As I have seen with my son, there is a clear roadmap for what Houston’s district leaders and school boards can do, but our students deserve more. We need policies that automatically enroll high-achieving students into advanced courses, establish a continuous advising system from elementary through high school, align career and technical education to high-wage jobs, and direct state readiness bonus funds back into the programs that actually work. These are practical commitments that school boards can make right now.

I believe in our schools and in Houston; the school board and district leaders must adopt policies that ensure that every student has the opportunity to graduate with a clear path forward.

Beatriz Villarreal is a Houston Parent Action Network Advocate and Houston ISD Parent.