Summary:
The city of Haskell, Texas, is home to four schools serving approximately 655 students across two districts: the Haskell Consolidated Independent School District and the Paint Creek Independent School District (Isd). All schools serve a high-poverty population, with economic disadvantage rates ranging from 64% to 74%.
Haskell High School stands out as the academic powerhouse, consistently ranking in the 80th percentile statewide with a 4-star rating. It achieves exceptional test scores—often 20-30 points above state averages in Algebra I, English II, and U.S. History—despite nearly 70% of students being economically disadvantaged. This success is supported by the lowest student-teacher ratio in the area (7.2:1) and high per-pupil spending ($21,238). In contrast, Haskell J H shows a relative dip, with 8th-grade Science (32%) and Social Studies (21%) scores significantly below state averages, suggesting a need for targeted intervention. Haskell Elementary is a consistent improver, rising from the 50th to the 54th percentile over three years, with 5th-grade Math (65%) far exceeding the state average (47%). Paint Creek School, an alternative PK-12 school, shows high variance: it excels in Mathematics (4th-8th grade scores 20-30 points above state) but struggles in Science (5th and 8th grade scores 15-26 points below state).
Key metrics reveal stark contrasts: Haskell Elementary has the largest enrollment (277 students) and highest student-teacher ratio (14.5:1), while Haskell High School is the smallest (156 students) with the lowest ratio (7.2:1). Spending per student ranges from $11,443 at the elementary school to over $20,000 at the high school and Paint Creek School. The Haskell CISD district ranks in the 80th percentile statewide, providing a strong foundation. The most compelling takeaway is that Haskell High School defies the typical poverty-performance correlation through strategic investments in small class sizes and high spending, while Paint Creek School’s math strength and science weakness point to a clear curriculum imbalance needing attention.
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