Aspermont Isd, TX - District Data

Original Research by School Decision on Aspermont Isd

Aspermont ISD is a very small rural district serving pre-kindergarten through 12th grade in Stonewall County, Texas, with enrollment of just under two hundred students spread across two schools: an elementary campus and a high school. The district draws from a sparsely populated region where housing is extremely affordable by national standards, and the local economy reflects the rural West Texas setting.

The most immediate change affecting families is the district's major ongoing facilities investment. Voters approved a bond in November 2024 to address long-standing structural and functional needs across the district, and construction began shortly after. In October 2025, the board approved Phase 2 work, a substantial renovation of the gymnasium, locker rooms, restrooms, and classroom areas. For a district of this size, this represents a multi-year capital commitment that families relocating to the area should understand, as the bond's repayment through interest-and-sinking property tax will be visible in local tax bills for years ahead.

On the instructional calendar, Aspermont ISD operates a hybrid four-day week schedule. The school year begins with traditional five-day weeks and transitions to four-day weeks partway through the year. This structure directly affects family logistics and childcare arrangements, a practical consideration for parents weighing the district.

Academic performance shows a mixed picture. In math, elementary grades posted roughly level results, with third and fourth graders near the midpoint on state tests, while sixth graders showed notably higher proficiency. Seventh graders dipped back down, and eighth graders recovered. English language arts followed a similar pattern: third and fourth graders near the lower half, sixth graders strong, seventh graders weaker, and eighth graders recovering. Science and social studies in eighth grade both posted lower results. Overall across tested subjects, the district shows stronger performance at certain grade levels than others, with some grades clearly more stable than others. A parent may want to look into the district's student support and curriculum strategies in the grades showing lower numbers, particularly in math and ELA for grades 3, 4, and 7, and in science and social studies at the eighth-grade level.

The district's composition is predominantly white, with a meaningful Hispanic population and small numbers of Asian and Black students. Demographic data on free-and-reduced-price lunch eligibility and counts of English learners and students in special education were not available, so a parent interested in those details should contact the district directly.

The district operates in a housing market where home values are well below the state average and extremely affordable relative to household income. This is rural Texas property in a place with limited job diversity, making it primarily attractive to families with roots in the area, work in oil and gas or ranching, remote employment, or an explicit preference for small-town schools and community.

State testing data for grade 5 in math, ELA, and science shows results too limited to report, due to very small cohort sizes in that grade.

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District Context

Officially reported figures, 2024-25.

Enrollment

192

Grades

PK–12

Schools

Student body

Hispanic 30%

Black 1%

White 67%

Asian 3%

By economic status

Percent proficient by grade, as reported

Economically disadvantaged

Not disadvantaged

ELA

Gr 3

38%

67%

Gr 4

22%

80%

Gr 5

33%

71%

Gr 6

80%

89%

Gr 7

43%

50%

Gr 8

67%

80%

Math

Gr 3

50%

67%

Gr 4

44%

80%

Gr 5

33%

57%

Gr 6

—

100%

Gr 7

43%

67%

Gr 8

80%

—

Science

Gr 5

33%

29%

Gr 8

17%

60%

Social studies

Gr 8

17%

60%

all_subjects_approaches

Gr ALL

58%

—

all_subjects_masters

Gr ALL

—

all_subjects_meets

Gr ALL

20%

—

ela_approaches

Gr ALL

59%

—

ela_masters

Gr ALL

—

ela_meets

Gr ALL

29%

—

math_approaches

Gr ALL

57%

—

math_masters

Gr ALL

—

math_meets

Gr ALL

14%

—

social_studies_approaches

Gr ALL

67%

—

social_studies_masters

Gr ALL

—

social_studies_meets

Gr ALL

17%

—

Schools in this District

2 schools are officially reported under this district.

ASPERMONT EL

ASPERMONT H S

Academic Performance

Percent of students meeting or exceeding state standards, by grade.

Mathematics

5 grades reported

57%

Grade 3

57%

Grade 4

77%

Grade 6

54%

Grade 7

71%

Grade 8

English Language Arts

5 grades reported

50%

Grade 3

43%

Grade 4

86%

Grade 6

46%

Grade 7

73%

Grade 8

Science

1 grade reported

36%

Grade 8

Social Studies

1 grade reported

36%

Grade 8

Housing & Real Estate

Data as of April 2026 | District-weighted from constituent ZIP codes

Home Values

Typical home value$85,515

Year-over-year change+3.1%

Range across 4 ZIP codes$64K to $110K

vs. state typical0.28x

vs. national typical0.23x

Home value trend (12 months)

ZIP code home values (4 ZIP codes)

ZIP	City	Value	YoY	Weight
79502	Aspermont	$87K	+3.0%	69.4%
79546	Rotan	$64K	+6.4%	4.3%
79520	Hamlin	$110K	-5.2%	0.8%
79547	Rule	$64K	-12.3%	0.1%

Affordability

Est. monthly mortgage (20% down at 6.48%)$432/mo

Home price / national median income1.0x

Comparison

State typical home value$302,187 (-2.0% YoY)

National typical home value$368,198 (+0.6% YoY)

State ZHVI trend (12 months)

National ZHVI trend (12 months)

Economic Context

30-year fixed mortgage rate6.48%

National unemployment rate4.3%

National median household income$83,730

CPI: Rent of shelter (index)447.05

30-year fixed mortgage rate (12 months)

National unemployment rate (12 months)

National median household income (12 months)

CPI: Rent of shelter (index) (12 months)

Sources: Zillow Home Value Index and Zillow Observed Rent Index (Zillow Group), Realtor.com via Federal Reserve Bank of St. Louis (FRED)

Data Currently Unavailable

Civil Rights Data (CRDC)

This profile is derived exclusively from publicly available federal and state datasets. It may not reflect the most current information available. We encourage parents and families to supplement this data with information published directly on the school’s website, which may include more recent figures, additional programs, or updated enrollment data.