Original Research by School Decision on Moises E Molina H S
Moises E Molina High School is a large, predominantly Hispanic high school in southern Dallas serving grades nine through twelve. The enrollment is diverse in grade distribution, with slightly more ninth graders than seniors, and the student body is heavily concentrated in one ethnic group. The vast majority of students qualify for free or reduced-price lunch, reflecting the economic circumstances of the families the school serves.
State testing data from the most recent year shows mixed results across subject areas. In English language arts, the proficiency rate at the approaches level sits below where it stands across all subjects, while the meets level is slightly lower. Mathematics shows proficiency at the approaches level comparable to the overall average, but the meets level is substantially lower than in other subjects, suggesting students reach basic competency at higher rates than they master the material. Science is a relative strength, with a high percentage of students reaching the approaches level and a meaningful share reaching masters level. Social studies shows strong proficiency at the approaches level, though masters level is modest. Across all four tested areas, the percentage of students reaching the masters level remains small, pointing to a gap between basic competency and deep mastery.
The school does not report a graduation rate, and enrollment data for special populations including students with disabilities and English learners are not available, so a full picture of academic support needs and outcomes cannot be drawn from the data provided. A parent may want to look into these details directly with the school and the Dallas ISD to understand what services and graduation pathways are available.
Dallas ISD has undergone several changes relevant to families considering Molina. In May 2026, voters approved a major bond that will fund replacement of aging campuses and elimination of portable classrooms across the district, reshaping facility environments over the coming years. The district also shifted to an opt-out enrollment model for honors and advanced courses, automatically placing students who score well on state exams into college-prep classes rather than requiring families to request advanced placement. Additionally, the district adopted a new mathematics curriculum and reduced emphasis on internal standardized testing, meaning less class time is spent on test prep and more on instructional content.
The school's location on Duncanville Road in south Dallas places it in an area with moderate housing values and rents that have declined modestly in the past year. The broader Dallas context is one of strong population growth, new residential construction, and major economic development, particularly in southern Dallas where large employers and new mixed-use developments are reshaping the landscape around educational institutions. This growth may create different economic conditions and job accessibility for families in years ahead.
Molina serves students in a high-poverty context where the overwhelming share of enrolled students qualify for subsidized meals. The state assessment results show students establishing baseline proficiency in most subjects, with particular strength in science and social studies at the approaches level. The gaps in masters-level performance, especially in mathematics and English language arts, reflect the academic challenges the school is working to address. Specific information about staff, courses beyond state-tested subjects, clubs, or other opportunities was not available in the data provided.
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