The top reported proficiency rate is 25% in Math. The lowest is 0% in Science.
Original Research by School Decision on Oran M Roberts El
Oran M Roberts Elementary is a small public school serving pre-K through fifth grade in South Dallas. The student body is predominantly Hispanic, with a substantial Black student population and a very small Asian and white enrollment. Nearly all students qualify for free or reduced-price lunch, which reflects the high poverty concentration in this attendance zone.
The school's academic results are weak across the board. Looking at the grade-by-grade state assessment data available, proficiency rates on the Spanish-language STAAR exam are low: in grade three, the data was too small to report reliably; in grade four, about a quarter of students scored at proficient level in math and reading; in grade five, math proficiency dipped to about an eighth of students, and reading fell to about an eleventh. Science proficiency at grade five was zero. Broader proficiency summaries show that school-wide, roughly a quarter of students scored at the "meets" or "masters" level in math or reading, while about half reached the "approaches" level. In science and social studies, mastery rates were in the single digits. When schools in the Dallas County region are compared on overall proficiency, Oran M Roberts lands in the bottom quartile, meaning the vast majority of county schools post higher results.
The data available does not include trend information allowing comparison to prior years, so a parent cannot yet see whether results are improving, static, or falling. The school does not report special-education or English-learner enrollment counts, which are common metrics in Texas school accountability data; a parent may want to ask the school directly about these populations and the support systems in place.
Oran M Roberts sits on Grand Avenue in a residential area of South Dallas. The neighborhood's housing values are below the state median, and rental rates are modest. The zone is part of Dallas ISD, a large district serving the city and surrounding suburbs, which recently approved a major capital bond to replace aging schools and eliminate portable classrooms. That bond may eventually benefit school facilities across the district, though timing for individual campuses has not been specified in the publicly reported information.
Dallas ISD has also made recent systemwide curriculum and policy changes: the district adopted a new math program intended to improve mastery, shifted advanced course enrollment from opt-in to opt-out to broaden access to college-prep coursework, and reduced reliance on internal test-prep exams so teachers spend more time on actual instruction. These changes affect teaching and learning across the district.
For a family considering Oran M Roberts, the low state test results are the central issue. The school serves a high-poverty, Spanish-language-dominant population, which is the school's peer group rather than its failing identity; many such schools post weak results for well-known structural reasons, and the question for families is whether this particular school has a credible plan for improvement and what kind of support it offers to address learning gaps. That is not something the performance data itself reveals, so a parent would want to visit, speak with teachers and staff, and understand what instruction and interventions look like in classrooms.
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