Original Research by School Decision on Crosstimbers Academy
Crosstimbers Academy is a small, high-school-only district in Parker County serving students in grades nine through twelve. The enrollment is compact, with the largest cohort in grade twelve and proportionally fewer students in the ninth grade, a pattern typical of institutions with significant attrition or a narrower intake pipeline.
The district's student body is predominantly white, with a smaller Hispanic population and very limited racial diversity overall. Free-or-reduced-price lunch status was not available in the data, so a reader cannot assess the economic composition from this source. English learner status and special education enrollment data were not provided.
State testing results are available for the most recent year and show a pattern of uneven performance across subjects. In English language arts, proficiency at the "approaches" level sits below the midpoint, and proficiency at higher performance levels is very low. Mathematics proficiency is similarly modest at the approaches level, with meets-level performance particularly small. Science stands out as notably stronger: approaches-level proficiency is substantially high, and a meaningful portion of students reach the meets and masters levels. Social studies proficiency approaches level is also strong, though fewer students reach meets or masters. Across all subjects combined, fewer than half the students tested reach the meets or masters proficiency levels; the approaches level, which is the lowest standard, is where the modal performance falls. Only one year of testing data is available, so trends cannot be observed.
Crosstimbers Academy sits in the bottom quartile among Parker County's districts for chronic absenteeism, a challenge that warrants direct conversation with the school about underlying causes and support systems. Per-pupil spending is in the lower range for the county, though a parent may want to understand how that budget translates into classroom resources and support staff given the school's small size.
A graduation rate was not reported in the data, which may reflect the nature of the academy or limits in data availability; a parent should confirm this directly with the school. No information was available on program offerings, course access, staffing ratios, or strategic priorities. The school's website, district communication, or a conversation with an administrator can fill those gaps and clarify the academy's design, whether it serves a particular population or pathway, and what support structures exist for students whose testing performance suggests they are struggling with core academics.
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