The top reported proficiency rate is 54% in English language arts. The lowest is 17% in Math.
Original Research by School Decision on Anne Frank El
Anne Frank Elementary serves prekindergarten through fifth grade and enrolls a substantial population of about a thousand students in Dallas. The school sits in the southeastern part of the city, in an area of strong Latino and Black residential presence. A very large share of students qualify for free or reduced-price lunch, and the student body is predominantly Latino, with a meaningful Black enrollment and smaller populations of other backgrounds. The school's characteristic profile is an early-childhood through upper-elementary campus in a lower-income, predominantly Latino neighborhood within a major urban district.
On state assessments, Anne Frank's results show moderate to below-average proficiency across tested grades and subjects. In third-grade English language arts, proficiency stands at around a half. Fourth-grade mathematics shows zero proficiency, though this reflects only a small tested group. Fifth-grade performance is mixed: English language arts proficiency is around a half, and mathematics around a third, while science shows only about a third of fifth-graders meeting or exceeding standards. When aggregated across all tested grades and subjects, the school's overall proficiency index sits above the midpoint among Dallas County districts, a positioning that reflects uneven performance where some measures perform better than others. A parent may want to review recent results directly with the school to understand whether this profile is improving, holding steady, or shifting, and to ask about supports in mathematics, where performance is notably lower.
The school administers the Spanish-language version of STAAR to some students, suggesting the campus serves a bilingual or Spanish-dominant population. The assessment data does not break out English learner populations or special education enrollment by number, so a family with specific needs around language support or special services should inquire directly with the school about how those services are staffed and accessed.
Dallas ISD, the parent district, underwent significant changes in recent years that shape the educational pathway. The district shifted from an opt-in to an opt-out model for advanced courses, meaning students who score well on state assessments are automatically enrolled in accelerated math, reading, science, and social studies unless their family declines. This change materially broadens access to college-preparatory coursework and reduces barriers that often keep students from under-resourced backgrounds out of advanced tracks. The district also adopted a new mathematics curriculum with the goal of deeper skill mastery and reduced reliance on test preparation, eliminating its internal Assessment of Course Performance tests so teachers focus less on "teaching to the test." These shifts affect the day-to-day experience across all Dallas ISD schools, including Anne Frank.
In May 2026, Dallas ISD voters approved a record bond that will replace aging schools, eliminate portable classrooms, and upgrade facilities and safety across the district. Anne Frank families should confirm with the school whether it is slated for facility upgrades or replacement under this plan, as this directly affects the physical learning environment over the next several years.
The neighborhood around Anne Frank sits in southeastern Dallas, within a zone of strong population density and predominantly Latino and Black households. Local housing values are moderate for the Dallas metro area, and rental costs are below the district average, reflecting the neighborhood's position as more affordable than many parts of the city. The area is car-dependent; walkability and public amenities are uneven. Dallas itself is experiencing rapid growth and new residential construction, though that activity is concentrated in central and northern neighborhoods like Uptown and Victory Park rather than southeastern areas. A family choosing Anne Frank would be sending their child to an early-grades school serving a low-income, majority-Latino and Black student body with proficiency outcomes that sit above the county midpoint but with notable soft spots in mathematics where further inquiry with the school would be warranted.
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