Summary
Chaparral Elementary is a PK–5 school in Deming, NM, serving 377 students in a high-poverty community. It is part of Deming Public Schools, a district ranked 72nd of 87 in New Mexico (17th percentile, 1 star). Chaparral’s 2025–26 rank is 238th of 346 elementary schools (31st percentile, 2 stars), an improvement from 296th of 345 (14th percentile, 1 star) in 2024–25, but below its 2023–24 position of 261st of 413 (37th percentile, 2 stars). Poverty is extremely high: 97.35% of students were eligible for free/reduced lunch in 2024–25. The student-teacher ratio is 14.4, the highest among nearby schools.
Academically, Chaparral’s ELA proficiency is a relative strength. At 42.02%, it exceeds the district’s 33.9% and is close to the state’s 43.34%. Among nearby schools, Memorial Elementary (46.00) and Bell Elementary (45.08) have higher ELA, while Bataan Elementary (33.94) and Ruben S. Torres Elementary (22.52) are lower. In math, Chaparral’s 23.40% is above the district’s 22.21% but below the state’s 25.54%; it trails Bataan (32.11) and Memorial (29.33) but edges Bell (22.13) and Ruben S. Torres (19.21). Science is weaker: 22.81% in 5th grade is below both district and state. Third grade is a bright spot: ELA 47.37% and math 31.58%, both above state and district. Fourth grade math, however, is a severe weakness: 10.96% proficiency, far below the district’s 22.4% and state’s 27.24%, and below every nearby school.
The 2025–26 results show a dramatic narrowing of the gap to state. ELA rose from 33.33% to 42.02%, cutting the state gap from 10.86 points to 1.32 points. Math rose from 18.08% to 23.40%, narrowing the state gap from 8.73 to 2.14 points. English Language Learner students rank at the 65th percentile with 3 stars, well above the school’s overall 31st percentile. Male students rank at the 12th percentile/1 star versus female students at 44th percentile/2 stars. Low-socioeconomic-status students rank 35th percentile/2 stars, up from 14th percentile/1 star. Overall, Chaparral is a 2-star school in a 1-star district that showed real improvement, with strengths in ELA, 3rd grade, and ELL effectiveness, but clear challenges in 4th grade math, science, and subgroup equity.
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