The top reported proficiency rate is 56% in English language arts. The lowest is 28% in Science.
Original Research by School Decision on Coolidge El
Coolidge Elementary serves prekindergarten through fifth grade in the small community of Coolidge, in Limestone County in central Texas. It is a regular public school within Coolidge ISD, a small district. The school's enrollment is modest, consistent with what you would expect in a rural community of this size, and a substantial majority of students qualify for free or reduced-price lunch, reflecting the economic character of the area. The student body is majority Hispanic, with White and Black students also represented. Data on English learner enrollment and students with IEPs was not available in what was provided.
On state assessments, the picture is mixed and worth a close look. Texas reports STAAR results at multiple performance levels: Approaches Grade Level (the basic bar), Meets Grade Level, and Masters Grade Level. Across all tested subjects and grades combined, nearly all students are reaching the Approaches threshold, which is encouraging as a floor. The share reaching the middle tier, Meets Grade Level, sits at roughly half of students overall, and those reaching the highest tier, Masters, is quite small. That gap between nearly universal basic passage and the relatively thin slice reaching the top level is the clearest pattern in the data.
Breaking it down by subject and grade shows where the variation sits. Third-grade math proficiency is well above the other tested grades, a meaningful bright spot. Fourth- and fifth-grade math proficiency, by contrast, drops to around a third of students, a gap a parent would want to raise with the school. Reading and writing results are more consistent across grades, with roughly half to just over half of students reaching the Meets bar in third, fourth, and fifth grade. Fifth-grade science proficiency is at the lower end across the tested grades. Social studies shows a very high Approaches rate but a low Meets rate, so most students are clearing the minimum threshold while relatively few are demonstrating deeper mastery.
Relative to the three districts in Limestone County, Coolidge Elementary's overall proficiency index places it in the top position among that comparison set, above both the midpoint and the highest of the other two districts in the county. That context matters: this is a rural county where all three districts serve similar populations, and Coolidge's results sit above its immediate peers. Chronic absenteeism and graduation rate comparisons were not applicable here, the former because the data was not available, the latter because this is an elementary school.
The community context data for Coolidge the town came back with very little usable detail, so rather than characterize the place by inference, it is worth naming that gap plainly. Coolidge is a small rural community in Limestone County, and the school reflects that setting.
On the district side, publicly reported news coverage indicates Coolidge ISD put a bond measure before voters in spring 2025 aimed at a meaningful expansion of facilities. The proposed projects included a new auditorium and theater, an upgraded cafeteria, ADA compliance improvements, a multipurpose physical education building, and a new baseball and softball complex. The district publicly stated that the bond was structured so as not to require a tax rate increase, relying instead on property value growth tied to several energy development projects in the area. Whether the bond passed is not confirmed in the data provided. If it did pass, families could expect a real physical upgrade to the campus environment over the coming years.
No program-specific information was available for the school, so enrichment offerings, intervention programs, or extracurricular options are not something this account can speak to. A parent visiting the school directly would want to ask about those supports, particularly given the gap between the high Approaches rates and the lower Meets and Masters rates, which suggests a meaningful share of students are clearing the minimum bar but not yet working at full grade-level mastery.
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