Summary:
The Whitesboro Independent School District (Isd) in Texas is home to two elementary schools serving grades Pre-K through 5, with a combined enrollment of 922 students and a high level of economic disadvantage, as over 64% of students qualify for free or reduced lunch.
Whitesboro Intermediate (grades 3-5) is the only school with standardized test data, making it the district's academic benchmark for elementary performance. Its math scores are a clear weakness, with proficiency rates below 46% across all three grades in the most recent year, while reading shows mixed results—5th graders reached 58.33% proficiency (nearly matching the state average), but 3rd graders lagged at 46.4%. Science in 5th grade is a relative bright spot, performing close to the state average. In contrast, Hayes Pri (Pre-K to 2) has no test scores, state ranking, or star rating, functioning solely as an early childhood foundation. Both schools share nearly identical per-student spending (~$8,755) and student-teacher ratios (about 17.8:1), suggesting standardized resource allocation.
The most critical finding is the "pipeline" effect: the low 3rd-grade proficiency rates at Whitesboro Intermediate (46.4% in reading, 39.2% in math) indicate that Hayes Pri may not be adequately preparing students for the rigors of STAAR testing. Math is a systemic weakness across all grades, with the largest gap in 4th grade (34.75% math vs. 50.35% reading). The district serves a high-poverty population with moderate spending, yet results are below state averages, suggesting a need to re-evaluate resource allocation toward early literacy and math intervention. The lack of academic data from Hayes Pri is a risk factor, as the district cannot identify struggling students until 3rd grade. Implementing early screening assessments in Pre-K through 2nd grade could help close these gaps before they widen.
Thank you for your feedback!