The top reported proficiency rate is 61% in English language arts. The lowest is 57% in Math.
Original Research by School Decision on Mt Vernon El
Mount Vernon Elementary serves grades pre-K through 4 in a small rural East Texas school serving a student body of approximately five hundred to six hundred children. The school sits on the consolidated Mount Vernon ISD campus on Texas Highway 37 south of the town itself, where the district groups its elementary, intermediate, junior high, and high school facilities together rather than embedding them in the downtown grid around the courthouse square.
The enrollment is majority white, with a substantial Hispanic share and a smaller Black population. A notable proportion of students qualify for free or reduced-price lunch, reflecting the economic character of the community: Mount Vernon is a historic county-seat town of modest size with a local economy rooted in retail, health care, and public-sector work rather than a single dominant employer. Housing values are moderate for the region, and the town itself is growing slowly and steadily.
In state testing, the school's proficiency rates show a pattern of strength in reading and a more moderate picture in math. In fourth-grade English language arts, a clear majority of students met or exceeded proficiency. Third-grade English language arts proficiency is solid. In math, fourth graders outpace third graders; both grades sit below and at the midpoint of typical district proficiency ranges, respectively. When the school's performance is aggregated across subjects, the "meets" level (the on-grade-level band in Texas's four-tier system) applies to a majority of students overall, and a minority reach the highest "mastery" tier. The "approaches" category, Texas's lowest proficiency level, covers a modest share of students. Trend data was available only for the current year, so longer-term progress cannot be tracked from the provided information.
Data on participation rates, chronic absenteeism, discipline, English learner population, and special education enrollment were not available. These are standard measures that a parent may want to discuss directly with the school to gain a fuller picture of the environment and support structures.
The school operates as a regular public elementary school with no magnet or charter designation. It is one of several grade-band campuses within Mount Vernon ISD. The specific programs, staffing, and pedagogy of the school were not documented in the available data; a parent considering this school would benefit from visiting, speaking with the principal, and connecting with current families to understand its daily culture and approach.
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