The reported proficiency rate for English language arts is 56%.
Original Research by School Decision on Rosemont Lower - Chris V Semos Building
Rosemont Lower, formally the Chris V. Semos Building, is an early-elementary school serving prekindergarten through second grade in Dallas. The school enrolls a small population, with substantial racial and economic diversity. A majority of students qualify for free or reduced-price lunch, and the student body is predominantly Hispanic, with a meaningful population of white students and smaller numbers of Black and Asian students.
The school sits in a Dallas neighborhood where housing values are moderate relative to the national context. The area is part of the broader Dallas metropolitan economy, which has grown rapidly in recent years and includes a diverse set of major employers spanning health care, technology, telecommunications, and defense contracting. Dallas itself is car-dependent outside of specific walkable neighborhoods, though the city maintains a public transit system and growing bike infrastructure. The wider school district, Dallas ISD, has undergone significant recent changes: voters approved a historic bond in 2026 to replace aging schools and eliminate portable classrooms over the next five years, and the district shifted advanced course placement from opt-in to automatic enrollment based on test scores to broaden access to rigorous coursework.
On state assessments, the school shows modest results. In English language arts for third grade, roughly half of students met or exceeded proficiency on the STAAR exam. Fourth-grade proficiency in English dropped slightly below that mark. Fifth-grade English proficiency was higher. Math assessment data for grades three and four on the Spanish-language version of STAAR was too sparse to report, limiting what can be said about early numeracy. Fifth-grade math also involved very few test-takers. Science testing in fifth grade had only a handful of students tested. Readers should note that proficiency index comparisons place the school in the top quartile among districts across Dallas County, though these figures come from limited tested grades and subjects; the school's tested population may not reflect its full enrollment, and smaller samples can amplify variation.
The school has no graduation rate because it serves only early elementary grades. No data on chronic absenteeism, special education enrollment, English learner enrollment, or staffing were available. These absences may reflect the school's grade band or the state's reporting practices for schools of this type.
A parent considering Rosemont Lower should weigh the modest English proficiency results against the school's position within its county context, ask the school directly about the composition of its tested population and how instruction is organized across the grade band, and consider how early-elementary placement fits into their child's longer pathway through Dallas ISD. The district's recent math curriculum adoption and opt-out advanced coursework policy may affect what academic pathways look like in later grades.
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