The reported proficiency rate for English language arts is 37%.
Original Research by School Decision on Raices Del Saber Xinachtli Community
Raices del Saber Xinachtli Community is a small, single-school district in New Mexico serving kindergarten through fifth grade. The district operates one school under the same name. According to publicly reported information from the school itself, it opened with only kindergarten and first grade and expanded one grade level each year until reaching its full K-5 span. The school's central academic model is a dual-language, two-way immersion program using a 90/10 design, meaning instruction leans heavily toward Spanish in the early grades and shifts toward English over time. The curriculum also integrates Mesoamerican Indigenous knowledge and the Nahuatl language, which sets this school apart from most mainstream public elementary options in the state.
The student body is almost entirely Hispanic, with only a handful of students from other racial or ethnic backgrounds. Total enrollment is small for a district, which is consistent with a single elementary campus. Economic disadvantage data through free or reduced-price lunch was not available, and the dataset did not include special-education or English-learner rates. A parent wanting to understand the socioeconomic composition or the level of specialized support services would need to ask the school directly.
On state assessments for the most recent reported year, the picture is mixed. In English language arts, the proficiency rate landed in a moderate range, with about a third of tested students meeting or exceeding standards. This is a reasonable showing for a small elementary program, particularly one rooted in a dual-language model where literacy development spans two languages. Mathematics was the clear soft spot. The proficiency rate fell into the lowest reported band, meaning only a small number of tested students reached proficiency. A parent may want to look into this further with the school, asking how math instruction works within the 90/10 immersion framework and what interventions or supports are in place for students who are not yet at grade level. Science results were suppressed, likely because the number of tested students was quite small, which is common for single-school elementary districts with narrow grade bands.
This district has no graduation rate, no high school course access data, and no college or career readiness metrics. That is expected for an entity serving only elementary grades and is not a gap in the school's offerings but a reflection of the grade band it serves.
Beyond academics, the available data is thin. The dataset did not include a locale brief or community and economic context for the surrounding area, so there is no grounded information here about housing, neighborhood character, or local growth trends. No information was available on Title I status, staffing ratios, discipline data, attendance patterns, or school governance details such as charter or magnet status. Programs data beyond what the school itself publicly reports about its dual-language and Indigenous-knowledge curriculum was absent. No neighbor comparison fact-set was provided, so the school cannot be positioned against other districts in its county from the data at hand.
What the data does convey clearly is a school built around a specific cultural and linguistic mission. The dual-language 90/10 model, combined with the integration of Nahuatl and Mesoamerican Indigenous knowledge, makes this a distinctive choice for families who want their children to develop bilingual fluency and a connection to Indigenous heritage as part of their elementary education. The ELA results suggest the literacy approach is working for a fair share of students. The math results are a concern worth raising with the school directly. For a family weighing fit, the central questions are whether the immersion model and cultural curriculum align with their child's needs, and what the school is doing to strengthen mathematics outcomes within that model.
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