The top reported proficiency rate is 26% in English language arts. The lowest is 0% in Science.
Original Research by School Decision on Bloomington El
Bloomington Elementary sits on North Leonard Street in Bloomington, a small, predominantly Hispanic rural community in Victoria County. The community's identity has long been tied to petrochemical and oilfield work at nearby industrial facilities, and its civic history took a turn in 2025 when residents voted to incorporate, making it the first new city outside Victoria in the county. That incorporation was driven largely by a fight to protect local water supply control rather than by population growth, and the community itself has been roughly flat to slightly declining in size. There is no defined downtown; civic anchors are dispersed and include a volunteer fire department, a VFW hall, a Catholic church, and the school campuses themselves. The setting is auto-oriented and rural in character, organized along State Highway 185 and a railroad line.
The school serves grades two through five and draws students from this community. The student body is overwhelmingly Hispanic, and a very large share of students qualify for free or reduced-price lunch, reflecting the low-income character of the surrounding area. Demographic data on English learner rates and special education enrollment was not available in the data.
On the STAAR assessments, which Texas administers in grades three through five, the school's results are low across subjects. In reading and language arts, proficiency is notably thin at each tested grade, and fifth graders perform somewhat better than fourth graders but both sit well below what most families would consider a solid baseline. Math results follow a similar pattern, with proficiency at third grade coming in marginally higher than the fourth and fifth grade results, and upper-grade math proficiency is quite low. Fifth grade science results are especially concerning, with virtually no students reaching the meets-grade-level standard. The school's overall proficiency index places it in the bottom quartile relative to districts in Victoria County, the comparison set used here. Only one prior school year of data was available, so there is no trend to assess. Parents who want to understand what is driving these outcomes, and what interventions or supports are in place, would benefit from a direct conversation with school leadership.
The data includes Grade 6 results, which is unusual for a school listed as serving grades two through five. The source data reports those figures under this campus's STAAR records. This may reflect a testing or enrollment quirk worth clarifying with the district.
At the district level, Bloomington ISD passed a facilities bond a few years ago with no tax increase, drawing on existing reserves to fund improvements including career and technical education spaces. At the high school, the district publicly reports a P-TECH Academy built around a welding pathway, through which students can earn industry certifications and a substantial block of dual college credit through Victoria College at no cost. That pathway is relevant for families thinking about where their children are heading after elementary school, even if it is several years away. Program offerings at the elementary level specifically were not available in the data.
Housing near the school is inexpensive relative to both the state and national benchmarks by a wide margin, and home values have edged slightly downward in the most recent year. Rental data was not available. For a family considering the area, the cost of entry is low.
The picture here is a small, high-poverty rural elementary with test results that are substantially below state norms across every subject and grade tested. The school sits within a community that is just beginning to organize city-level governance and infrastructure, and the district as a whole is making investments in facilities and career pathways at the secondary level. Families enrolling a child here would want to ask the school directly about reading intervention, math support, and what resources are in place to close the gap between where students are and where Texas expects them to be.
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