The top reported proficiency rate is 42% in Math. The lowest is 16% in Science.
Original Research by School Decision on Christene C Moss El
Christene C. Moss Elementary sits on Eastland Street in Fort Worth's 76119 zip code, serving children from pre-kindergarten through fifth grade as part of Fort Worth ISD. The school is small relative to what you might expect even for its grade band, and the community it serves is economically concentrated: nearly all students qualify for free or reduced-price lunch, making this one of the highest-need campuses by that measure. The student body is roughly split between Black and Hispanic students, with very small numbers of other groups. Data on English learner counts and special education enrollment was not reported, so those dimensions of the peer environment are not available here.
Texas assesses students in grades three through five on the STAAR, and Moss has results across math, reading, and science for the most recent year. The picture is mixed. On the STAAR's three performance tiers, a strong majority of students across subjects reach the "approaches grade level" threshold, which signals basic exposure to grade-level content. Roughly half meet "meets grade level" in math and ELA, which is the state's standard for being on track. Math performance at the fifth-grade level is the relative bright spot, with nearly half of fifth graders scoring proficient. Fourth-grade ELA proficiency reaches just above half of tested students. Science is the clearest concern: only a small fraction of fifth graders scored at the proficient level, well below what you would hope to see. The "masters grade level" tier, reflecting deep command of the material, sits in the upper teens to low twenties across subjects, and in social studies it is quite low. A parent would be well-served to ask the school directly about how science instruction is being supported and what the trajectory looks like.
Placed against other districts in Tarrant County, Moss's overall proficiency index falls below the midpoint of the comparison set. That context matters: Tarrant County contains a wide range of districts from high-wealth suburban systems to urban schools with concentrated poverty, and the comparison set reflects that spread. Moss's numbers are closer to the lower end of that range than the middle. No multi-year trend data was available, so it is not possible to say whether performance is improving, stable, or declining. That is a meaningful gap for any parent trying to assess momentum.
The school offers testing through STAAR in Spanish for some grade levels, which reflects a bilingual or Spanish-language program pathway for at least part of the student population. No additional program information, course access data, or staffing detail was reported.
The surrounding neighborhood sits in a part of Fort Worth where home values run well below the Texas state average and rents have dipped modestly in the past year, making the immediate area among the more accessible parts of an otherwise fast-growing city. Fort Worth as a whole has become one of the country's largest cities by population, with growth concentrated on its western and northwestern edges rather than in the older eastern neighborhoods where this school is located. The broader city offers significant civic infrastructure, employment anchors across aerospace, healthcare, and government, and a range of urban districts from the Stockyards to the Cultural District, but those are several miles from this campus and not part of the immediate daily texture of the neighborhood.
District-level strategic priorities for Fort Worth ISD were not surfaced in time to be confirmed, so that layer of context is absent. A parent weighing this school would want to have a direct conversation with campus leadership about reading and science support systems, how pre-K students are transitioned into kindergarten, and what academic intervention looks like for students who are not yet meeting grade level.
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