The Lead’s Editorial: Two Superintendents leave strong academic foundations for their successors

The recent retirement announcements from Ingram ISD Superintendent Dr. Robert Templeton and Center Point ISD Superintendent Cody Newcomb mark the end of two successful tenures that have positioned their districts among the highest-performing in the region. The data tells a compelling story of educational excellence that both school boards must work to preserve as they select new leadership.

Ingram ISD: A Model of Excellence

Under Templeton’s leadership, Ingram ISD has achieved what many districts can only aspire to: consistent high performance across all schools and grade levels. The district’s overall rating of 89 out of 100 places it firmly in “B” territory, but the individual school performances reveal an even more impressive picture.

Ingram Tom Moore High School stands as the crown jewel, earning a remarkable 93 out of 100 rating. The school achieves a perfect 100% four-year graduation rate with zero dropouts – statistics that speak to both academic rigor and comprehensive support systems. Perhaps more telling, 91% of graduates meet college, career and military readiness criteria, demonstrating the district’s commitment to preparing students for multiple pathways after graduation.

The depth of this preparation shows in the numbers: 80.6% of graduates earn dual credit coursework, giving them a head start on college expenses and degree completion. Meanwhile, 25.4% earn industry-based certifications and 10.4% complete associate degrees while still in high school. This dual focus on college preparation and workforce readiness ensures graduates have options, whether they choose to enter the workforce immediately or pursue higher education.

The district’s commitment to equity shows in its “Closing the Gaps” performance, where Ingram ISD scored 88 out of 100, demonstrating success across all student demographic groups. This isn’t just about high achievers; it’s about lifting every student.

Ingram Elementary School’s “A” rating of 90 out of 100 and Ingram Middle School’s solid “B” rating of 86 create a pipeline of academic excellence that feeds the high school’s success. The elementary school’s 96.1% attendance rate – the highest among all schools in the data – suggests families are highly engaged and students want to be there.

Center Point ISD: Consistent Performance Across the Board

Newcomb’s legacy at Center Point ISD is equally impressive, with the district earning an 83 out of 100 rating. What stands out is the consistency across all three schools: Center Point Elementary at 88, Center Point Middle School at 80, and Center Point High School at 87 – all solid “B” ratings that demonstrate systematic excellence rather than isolated pockets of success.

The high school’s 100% four-year graduation rate matches Ingram’s achievement, while 32.6% of graduates meet college, career and military readiness criteria. Though this trails Ingram’s exceptional 91%, it still represents meaningful preparation for post-secondary success and reflects the district’s recognition that students need multiple pathways to economic stability and personal fulfillment.

Perhaps most notably, Center Point ISD serves a more economically disadvantaged population (71.6% compared to Ingram’s 69.7%) while maintaining strong academic performance, suggesting effective systems for supporting all students regardless of background.

Preparing Students for Real-World Success

What sets both districts apart isn’t just their test scores, but their clear commitment to preparing students for life after graduation. In an era when debates rage about whether schools should prioritize college preparation or workforce readiness, both Ingram and Center Point demonstrate that effective districts do both.

The data reveals comprehensive approaches to post-secondary preparation. Ingram’s students don’t just take advanced coursework – they complete it successfully, with dual enrollment programs that cut college costs and time to degree completion. The district’s emphasis on industry certifications and associate degree completion shows recognition that career success takes many forms.

Center Point’s approach, while producing different numbers, reflects the same philosophy. Both districts understand that students need options and that a high school diploma should open doors, not close them.

Both districts now face a critical juncture. The data reveals that success in these communities isn’t accidental – it’s the result of systematic approaches to education that must be preserved and built upon.

For Ingram ISD, the board’s apparent plan to promote from within by naming Assistant Superintendent Dr. Mindy Curran as interim superintendent makes strategic sense. Internal promotion preserves institutional knowledge and cultural continuity that contributed to the district’s success. The board should seriously consider making this transition permanent after appropriate evaluation.

Center Point ISD faces a similar opportunity to maintain momentum while potentially expanding programs that could boost their college and career readiness metrics. The foundation exists – they simply need leadership committed to building upon their current success in preparing students for multiple post-graduation pathways.

Financial Stability Supports Academic Success

The Challenge Ahead

Both districts demonstrate fiscal responsibility that undergirds their academic achievements. Ingram ISD earned a FIRST rating of 94 out of 100 for financial management, indicating the kind of stable resource allocation that allows educators to focus on teaching rather than budget crises.

Looking Forward

The superintendents who follow Templeton and Newcomb inherit districts positioned for continued success, but they also inherit the responsibility to maintain that trajectory. The data shows what’s possible when districts maintain high expectations, support all students, and create cultures where learning thrives.

Both school boards should prioritize candidates who understand that excellent test scores and graduation rates represent just the starting point. True educational success means graduates who can succeed in college classrooms, workplace environments, or military service with equal confidence. The data shows both districts have built systems that develop not just academic skills, but the critical thinking, problem-solving and practical capabilities students need for lifelong success.

The departing superintendents have set high bars. Their successors should be chosen not just for their credentials, but for their commitment to maintaining the upward trajectory these districts have achieved. The communities of Ingram and Center Point deserve nothing less than leaders who will build upon these strong foundations rather than start over.

In education, as in any field, success breeds success. Both districts have the data to prove they know how to deliver excellent outcomes for students. The key now is ensuring that knowledge and culture transfer smoothly to new leadership that can continue writing these success stories for years to come.