Summary
Mathis Middle in Mathis, TX, serves 344 students in grades 6-8 and is part of the Mathis Independent School District (Isd), a high-poverty community where over 85% of students qualify for free or reduced lunch. The school has experienced a steep decline in performance, dropping from a 3-star rating (56th percentile) in the 2022-2023 school year to a 1-star rating (19th percentile) in the 2025-2026 school year, now ranking below all nearby schools except E Merle Smith Middle (29th percentile). This is a stark contrast to schools like Orange Grove J H and Calallen Middle, which have consistently ranked in the 68th-75th percentile range.
The most critical weakness is mathematics proficiency, with only 8.82% of 8th graders proficient in math compared to the state average of 47.24%—the lowest among all nearby schools. For context, Calallen Middle (64.69%) and Skidmore-Tynan J H (69.84%) had proficiency rates nearly eight times higher. However, in a striking paradox, the school’s Algebra I End-of-Course exam scores are the highest in the region, with 89.47% of test-takers proficient, far exceeding district and state averages. This suggests a highly effective program for advanced students, even as the general math population struggles. The school’s decline is broad-based, affecting all student subgroups, including Hispanic students, low socioeconomic status students, and special education students, indicating a school-wide issue with curriculum or instruction.
Despite these academic struggles, Mathis Middle has maintained a 0.0% dropout rate for the last three years, showing success in keeping students enrolled and engaged. The school also has the highest poverty rate among nearby peers but spends less per student ($10,431) than Banquete J H ($12,419), which has a lower poverty rate (66.46%). A notable comparison is Skidmore-Tynan J H, which serves a similar high-poverty population (74.18%) but consistently outperforms Mathis Middle, ranking in the 54th percentile in 2025-2026. This suggests that poverty alone does not determine outcomes, and that instructional strategies at Skidmore-Tynan are more effective for a similar demographic.
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