The top reported proficiency rate is 51% in Math. The lowest is 35% in English language arts.
Original Research by School Decision on Mcclendon El
McClendon Elementary sits on FM 1138 north of Nevada, Texas, part of a cluster of Community ISD campuses that serve a semi-rural stretch of southeastern Collin County. The school runs from pre-K through fifth grade and enrolls a meaningful number of students for a campus of its type and setting. Roughly half qualify for free or reduced-price lunch, which places this in moderate economic-need territory. The student body is predominantly Hispanic and white, with a smaller share of multiracial students and very few students of other backgrounds. English learner counts were not available in the data.
On the Texas STAAR assessment, the picture varies considerably by subject and grade. In math, students tested in English in the third and fourth grades reached proficiency at rates that sit in the middle range, neither markedly weak nor strong. Fifth-grade math results were not reported because only a very small number of students were assessed in Spanish at that level, too few to generate a reportable rate. In reading and writing, third- and fourth-grade results from the Spanish-language STAAR are noticeably lower, with well under a third of tested students reaching proficiency. Fifth-grade English reading is stronger, with a majority of students proficient. The Spanish-language fifth-grade science result is similarly unreportable due to very small group size.
Zooming out to the school's aggregate performance picture, about two-thirds of students across subjects and grades reach the "approaches grade level" threshold, meaning they are meeting the minimum standard. The share reaching "meets grade level," a more demanding bar, drops to around two-fifths. The share reaching "masters," the highest tier, is considerably smaller. Relative to districts in Collin County, McClendon's overall proficiency index sits below the midpoint of that comparison set, which includes districts ranging from lower performers to some of the strongest in the county. That gap is worth a parent taking seriously, though the school's split between Spanish- and English-assessed populations complicates a simple read of the numbers. The lower reading results are largely concentrated among Spanish-assessed students, which reflects a bilingual or dual-language population still building English literacy, and a parent interested in understanding the school's instructional approach for those students may want to ask Community ISD directly about its language support and transition programs.
Multi-year trend data is not available; this is the school's first reported year in the current dataset, so there is no trajectory to describe.
Discipline rates, chronic absenteeism, staffing ratios, and course access data were not available for this campus.
The surrounding community is one of the more distinctive parts of McClendon's context. Nevada is a genuinely rural place, not a suburb with rural styling. The land is open, lots are large, and the built environment is car-dependent by design rather than by default. Publicly reported descriptions note that newer development in Nevada tends toward estate-style lots of one acre or more, with some properties still on private wells and septic. The housing market in the area sits modestly above the Texas state median but below the national median, and values have pulled back slightly in the past year. Renting data was not available for this zip code. Families relocating here are typically seeking acreage and quiet within reach of the DFW metro rather than walkable amenities or urban density.
Community ISD spans a wide geographic footprint across multiple small towns including Copeville, Josephine, Lavon, and Nevada, with the district administration and all campuses running along FM 1138. The district brief search returned no confirmed recent bond, tax-rate, or curriculum changes specific to Community ISD, so that context is left out rather than estimated.
For a family whose children are English-dominant and performing at or above grade level, the math trajectory and fifth-grade reading results suggest a functional academic environment. For a family with Spanish-dominant children, the lower early-grade reading results warrant a direct conversation with the school about bilingual programming and how students are supported toward proficiency. The rural character of Nevada is not incidental to the school choice; the campus, the commute, and the community are all part of the same quiet, spread-out place.
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