Summary
Carmona-Harrison Elementary in Lubbock, TX, is a PK-5 school serving 578 students within the Lubbock Independent School District (Isd), where over 95% of students qualify for free or reduced lunch, indicating very high economic need. The school has experienced a severe and widespread academic decline, dropping from the 35th percentile statewide in 2022-2023 to the 4th percentile in 2025-2026, placing it among the lowest-performing schools in Texas. This decline is more dramatic than at nearby McWhorter Elementary, which has a similar rate of economic disadvantage (90.7%) but has remained more stable, ranking in the 40th percentile in 2024-2025 compared to Carmona-Harrison’s 17th.
Academic performance is significantly below district and state averages across all tested subjects and grade levels. A particularly alarming trend is in science, where only 8.96% of 5th graders were proficient in 2024-2025, a 72% decline from 33% proficiency just two years prior. The school’s Gifted and Talented program is also failing, ranking in the 3rd percentile in 2025-2026, suggesting a lack of adequate enrichment for higher-ability students. Every subgroup for which data is available—including Female, Male, African American, Hispanic, Low SES, Special Education, and Gifted students—has seen a decline in percentile rank from 2023-2024 to 2025-2026, indicating a systemic, school-wide crisis.
One puzzling outlier is the exceptional performance of White students, who ranked in the 100th percentile statewide in 2023-2024 and the 91st percentile in 2024-2025, while all other subgroups rank in the bottom 20th percentile. This anomaly warrants investigation, as it may offer insights for improvement. The stark contrast with high-performing neighbors like Wilson Elementary (91st percentile) and Ramirez Elementary (89th percentile), located less than 1.5 miles away but with much lower rates of economic disadvantage, underscores the powerful link between poverty and academic outcomes in this community. The immediate priority must be to halt the decline in core subjects and address the catastrophic collapse in science education.
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