The top reported proficiency rate is 67% in English language arts. The lowest is 47% in Math.
Original Research by School Decision on Gilmer Int
Gilmer Intermediate serves students in grades five and six in a middle-tier intermediate school setting within Gilmer ISD in Upshur County, East Texas. The school enrolls roughly balanced numbers of fifth and sixth graders in a building located on the north side of town along US Highway 271, separate from the downtown district office and other school campuses.
The student body is racially and economically diverse. A substantial majority of students qualify for free or reduced-price lunch, reflecting the economic profile of the area. The racial composition is mixed, with a white plurality, alongside a meaningful presence of Black, Hispanic, and multiracial students. Data on students with IEPs and English learners were not available.
In recent state testing, the school's performance shows a split pattern. In English language arts, the school is performing solidly. Fifth-grade ELA proficiency reached a level where more than two-thirds of tested students met proficiency standards, and sixth-grade performance held nearly as steady. Across ELA overall, about two-thirds of students demonstrated proficiency. In math, sixth-grade results came in at half proficiency, notably lower than ELA. Fifth-grade math data was reported for only a very small group taking a Spanish-language assessment, so no meaningful school-wide fifth-grade math picture is available from the standard testing. Across all tested subjects, the school reached the top quartile among districts in Upshur County on an overall proficiency index, a positioning that reflects strength relative to its immediate peer group.
When results are broken down by performance level, a picture emerges in which most students reach the "approaches" (entry-level proficiency) threshold, but fewer reach "meets" or "masters" levels. This is especially true in math, where fewer than one in five students attained a "masters" level performance across the school. In ELA, mastery rates are higher. The pattern suggests that while foundational competencies are widespread, deeper mastery in math is an area where concentrated support may be needed.
The school serves the role of transition point between elementary and secondary education. Gilmer is a small county-seat town with a preserved historic downtown and a largely rural or residential setting. The school sits on an isolated campus by car-dependent design; most community members drive alone to work and drive to school. Housing in the immediate area is moderately valued and older in construction, with most homes built in the mid-to-late 20th century.
No information on course offerings, clubs, arts access, special programs, attendance rates, or staffing was available in the data provided.
See more original research from School Decision →