Summary
Slack Elementary in Lufkin, TX, serves 408 students in grades 3-5 within the Lufkin Independent School District (Isd), operating in a high-poverty area where about 86% of students qualify for free or reduced lunch. The school has seen a significant recent decline, dropping from the 44th percentile in state rankings to the 24th percentile in the most recent data, its lowest point in a decade. This sharp downturn is a key concern, especially when compared to nearby Brandon Elementary, which serves similar grades and has climbed to the 50th percentile, consistently outperforming Slack in reading and math proficiency across all grade levels.
Academically, Slack’s reading proficiency (40-42%) is on par with the district average but trails the state average (51-58%), while math is a major weakness, with proficiency rates (34-38%) falling below state averages and, in 5th grade, even below the district average. The gap is stark: only 35% of Slack’s 5th graders are proficient in math compared to 52% at Brandon. Subgroup performance varies, with African American students ranking in the 39th percentile statewide, a relative strength, while Hispanic and low-income students rank in the 25th percentile, and multi-racial students have dropped to the 9th percentile, a critical area needing attention.
An interesting finding is the volatility in Spanish-language STAAR test results, with scores jumping from very low to above-average in one year, likely due to a small number of test-takers. Despite spending $10,924 per student—more than Brandon—and maintaining a low student-teacher ratio of 13.1:1, Slack’s outcomes lag behind, suggesting that how resources are used matters more than the amount spent. The school can look to Brandon as a direct benchmark for improvement, as both face similar challenges but Brandon’s consistent progress highlights potential differences in instruction or leadership.
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