Summary
Albert C Williams Elementary in Commerce, TX, serves 317 students in grades 3 through 5 within the Commerce Independent School District (Isd), a rural community where over 72% of students qualify for free or reduced-price lunch. Despite having a very favorable student-to-teacher ratio of 11.8:1 and per-pupil spending of $13,019—both better than many nearby schools like Wolfe City Elementary (17.3:1 ratio, $9,623 spending) and Cooper Elementary (17:1 ratio)—the school ranks in the bottom 5% of all Texas elementary schools (4th percentile for 2025-2026). This stark contrast between resources and outcomes is a key differentiator, as the school has consistently underperformed for the past decade, with a sharp decline from a 42nd percentile high in 2015-2016 to its current all-time low.
Academic challenges are systemic across nearly all student groups, with the school ranking in the bottom 2% for Female, African American, Hispanic, Low Socioeconomic Status, and Gifted and Talented students. However, there are a few notable exceptions. In the most recent year, 5th-grade Reading scores (43.56% proficient) were significantly higher than 3rd-grade (23.58%) and 4th-grade (27.52%) scores, suggesting a possible effective teacher or strong cohort. Additionally, the school’s Special Education program has been a relative bright spot, ranking in the 54th percentile statewide in 2023-2024—the only subgroup to ever reach the top half of Texas schools—though it has since dropped to the 24th percentile. Meanwhile, the Gifted and Talented program ranks in the bottom 1%, indicating a critical missed opportunity to challenge high-achieving students.
Compared to the district’s only other school, Commerce Elementary (serving PK-2), which has a higher student-teacher ratio (16.5:1) and similar poverty rates, the district’s struggles appear systemic rather than resource-based. A troubling trend is 5th-grade Science, which has remained stagnant at roughly 12.5% proficient for three consecutive years—about half the state average—pointing to a fundamental instructional failure. For parents, this school offers small class sizes and high spending, but these advantages have not translated into academic success, making it critical to investigate curriculum and school culture before enrolling.
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