The top reported proficiency rate is 51% in English language arts. The lowest is 25% in Science.
Original Research by School Decision on Huntington Int
Huntington Intermediate School serves fourth and fifth grade students in a small rural district in Angelina County. The school enrolls a modest population across its two grades, with enrollment split fairly evenly between them. This is a regular public school, not a charter or specialized program.
The student body is predominantly white, with a substantial share of students qualifying for free or reduced-price lunch, reflecting the economic makeup of the surrounding community. Huntington is a slow-growth East Texas town of roughly a few thousand residents, characterized by older housing stock, rural settlement patterns, and a shift in commercial activity toward the US-69 highway corridor rather than a traditional downtown. Most families rent rather than own. The median home value in the area is modest, roughly half the state benchmark, and most households rely on commuting or work in local employment sectors such as retail, health care, agriculture, and forestry. The school sits on Gibson Street near the town's cluster of school buildings.
On state assessments administered in 2024-25, the school's performance is mixed and varies by subject and grade. In English language arts, students show stronger performance; the school's reading proficiency rate is higher in fifth grade than fourth. Math proficiency is lower, particularly in fourth grade. Science, tested only in fifth grade, shows notably weak results, with a low share of students reaching proficiency. Across all tested subjects, the school's overall proficiency index sits above the midpoint among the seven school districts in Angelina County, suggesting the school's standing is middling relative to neighbors in its county peer set.
More granularly, a share of students approach grade-level standards in each tested subject, and a larger share meet the standard in English language arts and math, though relatively few master the content at advanced levels. In science and social studies, the proportions reaching mastery are particularly small. The performance picture points to a school where a substantial portion of students have not yet closed foundational gaps in mathematics and science by the end of fifth grade, while reading proficiency is comparatively stronger.
The district to which this school belongs earned an overall 'A' accountability rating from the Texas Education Agency for the current school year, and the intermediate school itself carries a 'B' rating. The district also reported a high four-year graduation rate and recently achieved a perfect score for financial integrity on state assessments, both signals of sound fiscal and academic management. These district-level strengths provide some context for the school's operations, though they do not directly explain the intermediate school's own proficiency outcomes.
Parent involvement data, attendance and discipline records, special education enrollment, and English learner populations were not available in the data reviewed. A parent may want to look into these areas directly with the school to gain fuller understanding of the peer environment and support systems.
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