Summary
McKamy Elementary is a PK-5 school in Dallas, TX, serving 553 students as part of the Carrollton-Farmers Branch Independent School District (Isd), and it has consistently ranked in the bottom third of Texas elementary schools over the past decade, with over 75% of its students qualifying for free or reduced lunch.
While the school faces significant challenges overall, there are notable bright spots. McKamy performs exceptionally well for its African American students, who ranked in the 77th percentile statewide in 2024-2025, a stark contrast to the school’s overall low performance. Additionally, the school’s bilingual/ESL program appears to be a relative strength, as Spanish-language STAAR results often meet or exceed state averages—for example, 5th-grade Reading (Spanish) proficiency was 48% in 2025-2026, well above the state average of 34.82%. However, the school struggles with extreme volatility in Special Education performance, which dropped from the 86th percentile in 2023-2024 to the 10th percentile in 2025-2026, and consistently underperforms in Science, with only 11.48% of 5th graders proficient in 2024-2025 compared to the state average of 29.57%.
Compared to nearby schools, McKamy’s performance is mixed. It is located in a cluster of schools with vastly different outcomes: Country Place Elementary, just 1.65 miles away, has a much lower poverty rate (37.74%) and ranks in the 81st percentile, while Sheffield Elementary (0.72 miles away) has a similar poverty rate (81.16%) and ranks in the 7th percentile. McKamy falls in the middle of this spectrum in terms of poverty but is grouped with lower-performing schools. The school shows a relative strength in Reading, with 5th-grade Reading proficiency (58.54%) nearly matching the state average (58.47%) in 2025-2026, but Math and Science scores lag significantly—3rd-grade Math proficiency was just 23.53%, less than half the state average of 44.33%. This suggests that while literacy instruction may be improving, foundational math and science instruction needs substantial intervention.
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