Summary:
The three public schools in Hebbronville, Texas—Hebbronville Elementary (PK-5), Hebbronville J H (6-8), and Hebbronville High School (9-12)—serve 967 students within the Jim Hogg County Independent School District (Isd), a district where over 80% of students qualify for free or reduced lunch. The elementary school is the largest and most stable performer, consistently ranking in the 44th-51st percentile statewide, while spending the least per student ($9,709). In contrast, the high school spends the most per student ($13,193) but has the lowest overall state ranking (24th percentile in 2024-2025), though it boasts a strong 95.2% graduation rate and a very low 0.3% dropout rate, indicating effective student retention despite academic challenges.
The middle school is the most academically dynamic, showing both a critical weakness and an exceptional strength. In 6th-grade Math, only 6.25% of students were proficient, and in 8th-grade Social Studies, just 5.13% were proficient—the lowest scores in the district. However, the middle school also achieved the district's highest academic performance: 92.59% of its 8th graders taking the Algebra I End-of-Course exam were proficient, dramatically exceeding the state average of 54.03% and the high school's own 44.23% proficiency rate. This "Algebra I anomaly" suggests that the district's most mathematically talented students are accelerated and excel in 8th grade, leaving a less-prepared cohort to take the exam in high school, which masks the true range of performance.
A clear "middle school slump" emerges when students transition from elementary to middle school: 5th graders at the elementary school scored 52.38% in Reading and 47.62% in Math, but 6th graders at the middle school dropped to 31.25% in Reading and 6.25% in Math. Additionally, U.S. History is a district-wide weakness, with only 37.31% of high school students proficient compared to the state average of 70.17%, a gap that begins in middle school where 8th-grade Social Studies proficiency was just 5.13%. These patterns highlight that higher spending at the high school level does not directly translate into higher test scores, likely due to cumulative learning gaps from earlier grades.
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