The top reported proficiency rate is 13% in Math. The lowest is 6% in English language arts.
Original Research by School Decision on Williams El
Williams Elementary serves prekindergarten through fifth grade in Georgetown, a fast-growing city in Williamson County. The school sits in a community experiencing rapid residential expansion, with new housing and commercial development reshaping the area north along the I-35 corridor.
The school enrolls a substantial number of students, roughly evenly distributed across its grade bands. A majority of the student body qualifies for free or reduced-price lunch. The student composition is predominantly Hispanic, with a significant white student population and smaller Asian, Black, and multiracial groups. English learner enrollment data was not available.
Williams Elementary's state assessment results from the most recent testing cycle show meaningful challenges. The school reports overall proficiency rates well below the district and county baseline. In English language arts, measured at the "approaches," "meets," and "masters" performance levels, the school shows a small share of students reaching the higher performance tiers. Mathematics performance is similarly low across proficiency levels. Science and social studies results follow the same pattern. When positioned against districts in Williamson County, Williams Elementary's proficiency index places it in the bottom quartile. For a parent, this means the school is struggling academically relative to its peer schools in the county.
The data available comes from assessments administered in Spanish, which reflects the school's student population. Only a small number of students took each grade-level test, suggesting these particular assessment cohorts may have been language-learner focused or a subset of the enrollment. Grade-by-grade results show very low proficiency in third grade math and English language arts, with even smaller test counts in fourth and fifth grades, making those results harder to interpret with confidence. A parent may want to look into further detail with the school about how it approaches assessment, language instruction pathways, and intervention supports for students not yet at proficiency.
The broader context matters. Georgetown Independent School District is managing rapid growth and has recently delayed opening new elementary schools and middle schools from 2026 to 2027, citing slower-than-expected enrollment projections and the cost of staffing new buildings. The district has also implemented new bell schedules for the 2026-2027 school year, moving elementary start times earlier to reduce bus routes and save costs. These moves signal that the district is adjusting to enrollment dynamics and budget pressure, circumstances that may affect staffing, support programs, and the school experience even as the city itself continues expanding.
Williams Elementary is a regular public elementary school in a setting of significant community change. The school's current academic profile suggests that students here are not yet meeting grade-level standards at expected rates. Families considering this school should ask directly about curriculum choices, instructional approaches for dual-language learners, supplemental support programs, and what the school's plans are for improvement.
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