The top reported proficiency rate is 45% in English language arts. The lowest is 17% in Science.
Original Research by School Decision on Cooley El
Cooley Elementary is a small school serving early grades in the south-central part of El Paso, in a neighborhood of substantial economic need. The student body is predominantly Hispanic, with nearly all students from families qualifying for free or reduced-price lunch. A substantial majority of students are from Spanish-speaking homes; the school administers state tests in both Spanish and English depending on grade and subject, reflecting this bilingual context. The school is part of El Paso ISD, which is navigating significant structural changes tied to declining enrollment across the district.
Academic performance at Cooley is below the midpoint among El Paso County districts on the proficiency index. In English language arts, results show more consistency: third and fourth graders are approaching proficiency at around forty percent, while fifth graders tested in Spanish show the strongest performance at fifty-five percent. Math proficiency is weaker and more volatile by grade. Third graders tested in Spanish reached eighteen percent, fourth graders fell to seven percent, and fifth graders reached thirty-one percent when tested in English. Science proficiency in fifth grade was low, around seventeen percent. These numbers reflect a school where roughly a third of students are meeting or exceeding state standards overall, and many are still developing foundational skills. Parents may want to look into further detail with the school about how instruction is differentiated and what support systems exist for students working below grade level, particularly in math.
The enrollment is small for its grade band, under four hundred students spread across prekindergarten through fifth grade. The school serves only early grades, so state testing is limited to grades three through five; prekindergarten, kindergarten, and grade two students are not tested by the state. Cooley is a regular public elementary school, not a magnet or specialized program; it operates as a traditional neighborhood school within El Paso ISD's attendance boundaries.
The broader context matters considerably. El Paso ISD announced in November 2024 that it would close eight elementary schools as part of a multi-year financial restructuring called the Destination District Redesign. The first wave of closures took effect for the 2025-26 school year, and a second wave is scheduled for 2026-27. This is driven by declining enrollment across the district and a projected budget deficit. Cooley is not on the closure list, but the consolidation means that families' school assignments and busing may change, and the district is simultaneously expanding specialized offerings at remaining campuses, including Montessori programs, STEM and Fine Arts academies, and Extended Day Learning Centers. The district is also moving toward a potential bond election for facility upgrades, which would have tax implications for residents.
The El Paso neighborhood around Cooley is a historic south-side barrio area, part of a binational urban landscape shaped by proximity to the U.S.-Mexico border. Housing in the zipcode is affordable relative to state and national benchmarks; home values reflect the working-class, immigrant-heavy character of the area. The immediate setting is car-oriented and lower-density, though the south side has some of the city's oldest and most walkable neighborhoods, with access to downtown and family-oriented local services.
Cooley is a school where a family's primary concern should be the strength of curriculum and classroom instruction in addressing the specific learning needs of early-grade students in a predominantly low-income, Spanish-speaking community. The academic data shows students are building skills, but the performance gaps, particularly in math, suggest that a family would benefit from understanding the school's instructional approach, how it supports bilingual development, and what resources exist for one-on-one or small-group intervention. The district-level changes create some uncertainty about long-term school stability and resources, making direct conversation with school and district leadership a prudent step before committing to the school.
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