Summary
Parsons Elementary is a PK-5 school in the Lubbock Independent School District (Isd) serving 387 students, with a very high percentage of students qualifying for free or reduced lunch (84.24% in 2024-2025). The school has experienced a sharp decline in recent years, dropping from a 3-star rating (51st percentile) in 2020-2021 to a 1-star rating (23rd percentile) in 2025-2026, placing it in the bottom quarter of Texas elementary schools. This performance is particularly striking when compared to nearby schools like Miller Elementary (94th percentile), Wilson Elementary (91st percentile), Roberts Elementary (88th percentile), and Honey Elementary (88th percentile), all within a 2-mile radius and consistently achieving top-tier rankings.
Despite these challenges, there are notable bright spots. Parsons shows a consistent strength in 5th Grade Reading, with 65.08% of students proficient in 2025-2026, significantly higher than both the district (57.61%) and state (58.47%) averages. The school also performs relatively well for its African American students, who ranked in the 50th percentile statewide (3 stars) in 2025-2026, the highest ranking of any subgroup. However, the school's performance is highly inconsistent across grade levels and subjects, with 4th Grade Math proficiency dropping from 42.86% in 2024-2025 to 22.92% in 2025-2026, while 5th Grade Math rebounded from 12.07% to 39.68% over the same period.
Importantly, the school's high poverty rate does not make low performance inevitable. Nearby Roberts Elementary has a similarly high poverty rate (79.85%) but achieves dramatically better results (95th percentile in 2024-2025), and Waters Elementary (73.28% poverty, 55th percentile) also outperforms Parsons. Additionally, Parsons spends more per student ($11,264) than high-performing peers like Miller ($9,184) and Roberts ($9,202), suggesting that resource allocation, not funding levels, is the key issue. The school's Gifted and Talented program is also underperforming, ranking in the 13th percentile statewide, indicating a need to better challenge its highest-ability students.
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