The top reported proficiency rate is 65% in English language arts. The lowest is 14% in Math.
Original Research by School Decision on Savoy H S
Savoy High School is a small, combined secondary campus serving grades seven through twelve in a rural northwest Texas setting. The school enrolls roughly a small number of students across a single-campus model where middle and high school students learn together, a structure that shapes both peer environment and program scope.
Academic performance reflects a district and region with significant instructional challenges. In reading, seventh-graders show solid ground-level proficiency, while eighth-graders' proficiency is somewhat lower. Mathematics tells a sharper story: seventh-grade proficiency sits at a modest level, and eighth-grade proficiency is near zero. Science and social studies proficiency in eighth grade—the only grades tested in those subjects at this school—likewise shows low passage rates. Across all tested subjects and grades, the school's overall proficiency index ranks below the midpoint among the nine school districts in Fannin County. Reading is the school's clearest strength, where the majority of seventh-graders and a solid share of eighth-graders meet state proficiency standards. In every other subject, fewer than half of tested students meet the proficient threshold. When proficiency is broken into the state's achievement levels, the pattern clarifies: most students reach the "approaches" level, showing foundational understanding, but only a small fraction reach "meets" or "masters." Mathematics shows the steepest gap, with very few eighth-graders reaching the top two levels.
The school has not yet reported a graduation rate, and no trend data spanning multiple years is available to show whether performance is rising, steady, or falling. A parent may want to ask the school directly about graduation outcomes and recent instructional changes, particularly in mathematics.
The student body is small and predominantly white, with a substantial share of Hispanic students and very small numbers of other racial groups represented. About half the students qualify for free or reduced-price lunch, placing this as a community with real economic hardship but not one where poverty is universal. No data on special education enrollment or English learner population was available, so a parent would want to check the school directly if those populations are relevant to their child.
Savoy is a town of several hundred people in western Fannin County, a quiet, owner-occupied rural place where most civic life centers on a single main street. Housing costs run modestly below the state average, and commuting to larger employment centers like Sherman or the Dallas area is common for working adults. The school draws from this tight-knit, slow-growth community and from a newly expanded open-enrollment area that lets families across Fannin and Grayson counties apply to the district tuition-free. The district has also adopted universal free breakfast and lunch for all students regardless of income, a tangible support that removes meal costs from family budgets.
The district recently adopted a five-year innovation plan that grants some flexibility from state staffing and calendar mandates, a signal the district is seeking operational latitude to adapt to its small-district reality. The school itself sits on West Hayes Street, the heart of the town, within easy reach of municipal buildings and the park.
For families considering this school, the key questions turn on how much small-school and rural-community fit matters to them, whether they value the cost savings from universal meals and lower housing prices, and how they view the current academic trajectory in core subjects—especially whether they see it as a school improving and worth joining, or one where intervention and change are still building. The school's low mathematics and science proficiency is a real concern that merits direct conversation with administrators about instructional priorities and recent results.
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