Original Research by School Decision on Sp Ed Co-op
SP ED CO-OP is a small alternative school operated by Crosbyton CISD, located in Crosbyton in Crosby County on the Texas High Plains. The school serves students from pre-K through grade 12 and currently enrolls only a handful of students, with spacing across the grade bands reflecting the specialized nature of an alternative program.
The enrollment is tiny: the school has about ten students total, distributed unevenly by grade. The pre-K and kindergarten levels each have a few students; the elementary span has a very small presence; middle grades are lightly represented; and high school enrollment is also sparse, with a couple of students in each of grades 9, 10, and 12. The student body is majority Hispanic, with smaller numbers of white, Asian, and Black students represented. The school's grade-band spread suggests it serves students who may benefit from an alternative educational setting across a wide developmental range, rather than a traditional sequence by age.
No state academic testing data or graduation rates are available for this entity. The nature of alternative schools, which often serve students with individualized educational plans or non-traditional pathways, and the school's tiny enrollment, explain why state-level performance metrics either do not apply or are not publicly reported. A parent considering this school may want to contact the school directly to understand its program structure, the kinds of students it serves, what educational goals it pursues, and how it measures success.
Crosbyton is a small rural county seat about forty miles east of Lubbock, anchored by agriculture and public-sector employment. The town has a planned downtown core around the courthouse square, with a compact civic center including the county library and a regional museum, but beyond that modest downtown the community is low-density and car-dependent. The school district operates traditional elementary, middle, and high school campuses on a separate campus from the downtown, serving the small surrounding population. Housing values are modest, and the town is experiencing slow population decline rather than growth, with employment also shrinking gradually. The larger district context suggests a stable but contracting rural community where alternative educational options serve students who do not fit a standard school program.
State testing data for this school was not available, partly because the school's nature and size mean alternative assessment and documentation are typically used instead. A parent should expect to have a detailed conversation with school staff about program philosophy, curriculum approach, student support services, and how success is measured in this alternative setting. The school's existence alongside the district's traditional schools suggests it fills a specific purpose for students who need individualized or non-conventional pathways.
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