The top reported proficiency rate is 24% in English language arts. The lowest is 4% in Math.
Original Research by School Decision on Double Creek El
Double Creek Elementary is a regular public elementary school serving pre-K through fifth grade in Jarrell, a rapidly growing suburban community north of Austin on the I-35 corridor. The school sits in a district that is expanding as quickly as any in the region, so enrollment pressure and new campus openings are part of the fabric here.
The student body reflects Jarrell's character. A substantial majority of students qualify for free or reduced-price lunch. The enrollment is predominantly Hispanic, with a sizable white population and smaller representation of Black students and other groups. About a third of the school speaks a language other than English at home, though specific counts were not reported in the data available. The school has about a hundred students per grade, making it a mid-sized elementary for its setting.
Test results on the state's STAAR assessment point to significant academic challenges. The proficiency numbers are notably low. In English language arts, only about a tenth of third-graders tested at or above proficiency; by fourth grade, about a fifth reached that level. Fifth graders performed better, with about two-fifths proficient, though this is still below what families typically see in similar schools. In math, the pattern is similar or weaker: third grade showed essentially no proficiency; fourth grade about a tenth; fifth grade's data was too small to report. In social studies, about a quarter of students met the proficiency bar. These results place the school in the bottom quarter relative to other districts in Williamson County when proficiency is averaged across subjects and grades.
The low numbers are particularly striking among students taking the Spanish-language version of STAAR in third and fourth grade, where test groups are very small and proficiency is nearly absent. This may reflect the challenges English learners face or the composition of that particular cohort, but a parent may want to look into this further with the school to understand what supports are in place and what growth trajectory the school is tracking.
Fifth grade's English language arts result, at about two-fifths proficient, is a meaningful step up from earlier grades and offers some signal of progress as students move through the school. Whether that improvement is consistent or an outlier in a single year is not clear from one year of data alone.
The school sits within Jarrell ISD, a district in the throes of rapid growth. The 2023 bond that voters approved has funded new elementary schools and a new middle school opening in coming years, along with high school renovations. This means classrooms are crowded now and will be for a few more years until new facilities open. The school itself is not new; it was serving families before the growth wave accelerated. That context matters: Double Creek is working within an older facility as enrollment balloons, which shapes the day-to-day experience and the resources available.
Jarrell itself is a car-dependent suburban community where families commute out for work and where new master-planned subdivisions like Sonterra have become the dominant housing model. Housing costs are moderate relative to the broader Austin region, and homeownership is the norm. The median home value is lower than the state benchmark, and rent is typical for the area. This is where families move when they want suburban life with some affordability and schools they believe will serve their children.
For a family choosing Double Creek, the reality is an elementary school with low academic proficiency on state measures, in a district that is growing very rapidly and adding capacity, in a community built around new residential developments. The school's academic standing relative to peers in the county is weak. The growth context is real: new schools are coming, but they are not here yet. A parent with an entering kindergartener may find themselves in a school that is itself adequate and solid but operating amid significant growth and change, with academic results that warrant close attention to what supports are available for their child.
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