The top reported proficiency rate is 66% in Math. The lowest is 51% in Science.
Original Research by School Decision on E J Moss Int
E J Moss Intermediate sits in Lindale, a small, rapidly growing East Texas town of roughly mid-sized population in Smith County, northeast of Tyler. The school serves upper elementary students in grades four through six, drawing from a population that reflects both the town's existing character and its shifting demographics as new residential development arrives. The school itself has standard enrollment for an intermediate school in its region.
Academically, the school's recent testing shows proficiency rates in the mid-range across tested subjects. In math, students scored around the two-thirds proficiency mark at each grade level, with slightly higher proficiency in grade six than in grade four or five. In English language arts, proficiency was similar across grades, running slightly below math, with grade six posting the strongest result. Science testing in grade five—the only grade tested in that subject—showed notably lower proficiency, around half of students meeting the standard. The school data also show that most students reach the "approaches" level (the foundational tier), with smaller shares reaching "masters" performance, particularly in social studies where mastery was below a third of students. A parent reviewing these results would see a school where most students are acquiring grade-level skills but where the proportion of students demonstrating strong command, especially in science and social studies, is limited. A parent may want to look into what supports the school offers for students working toward deeper mastery.
The student body is predominantly white, with Hispanic students representing a meaningful and growing share of enrollment, followed by smaller numbers of Black, multiracial, and Asian students. About half of students qualify for free or reduced-price lunch, suggesting a mix of family income levels typical of a suburban-growth community. Demographic data on special education and English learner enrollment were not available in the school's reporting.
Lindale ISD, the district housing E J Moss, is on a clear growth arc. Voters approved a tax rate restructuring in late 2023 that lowered the property-tax burden on families while maintaining revenue through a local-option component, so households moving into the district benefit from tax-rate reductions that have continued for several consecutive years. The district has undertaken substantial facility expansions at multiple campuses to accommodate enrollment growth, including a major wing at the high school and additions at elementary sites. This growth context means the school and its buildings are relatively well-resourced, though rapid enrollment shifts can sometimes strain program coherence and teacher retention. The district's commitment to lowering property taxes while expanding facilities suggests it is managing the growth challenge with deliberate attention to household affordability.
The town of Lindale itself is defined by a revitalized downtown Cannery District centered on walkable entertainment and dining, and a broader character of rural-suburban mix with active new residential construction. The district's enrollment trends point toward a student population that will soon reach demographic balance, reflecting both in-migration and regional demographic shifts. Schools sit somewhat separated from the downtown core, with athletic and recreational facilities a short drive from town center.
E J Moss is positioned in the upper proficiency range relative to other districts in Smith County, a position that reflects reasonably solid instructional practice. The school operates in a district actively investing in facilities and moderating tax burden, and serves a community in transition from rural small-town to growing suburban character. For families considering the area, the intermediate grades offer a school with core academic competencies in place and a district focused on capacity and affordability, though individual student achievement variability and gaps in science and social studies proficiency are worth understanding more deeply before enrollment.
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