Summary
Carolyn G Bukhair Elementary in Dallas, TX, serves 694 students from Pre-K through 6th grade within the Richardson Independent School District (Isd), a district rated above average statewide. The school stands out for its high level of economic disadvantage, with 92.8% of students eligible for free or reduced lunch, a figure dramatically higher than nearby schools like Spring Creek Elementary (18.96%) and Arapaho Classical Magnet (18.7%). Despite this challenge, Bukhair has notable strengths, particularly for its African American and English Language Learner (ELL) students, who rank in the 67th and 61st percentiles respectively—far outperforming the school's overall 29th percentile rank.
While Bukhair's overall academic performance has been consistently low, ranking in the bottom 30% of Texas elementary schools for years, it shows pockets of excellence. For example, Spanish-speaking students often exceed district and state averages in Reading on the STAAR test, but struggle significantly in Math, where 4th-grade Spanish Math proficiency was 0% in 2024-2025. The school also faces a persistent weakness in Science, with only 10.99% of 5th graders proficient in 2024-2025, compared to the district's 33.35%. Additionally, there is a noticeable "6th grade cliff" in Reading, where proficiency drops from 53.85% in 5th grade to 33.71% in 6th grade, suggesting a challenging transition to middle school-level work.
Compared to its nearest neighbor, Dover Elementary, which shares a similar poverty level (96.56% free/reduced lunch) and low overall ranking (5th percentile), Bukhair outperforms in several key areas. Bukhair's subgroup rankings for African American and ELL students are significantly higher, and its 5th-grade Math scores (50% proficient) notably exceed Dover's (32.14%). The district invests more per student at Bukhair ($12,379) than at higher-performing peers like Arapaho Classical Magnet ($8,355), indicating a commitment to addressing the school's high needs. Overall, Bukhair is a school with clear challenges but also identifiable strengths that can be built upon to improve outcomes for all students.
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