The top reported proficiency rate is 59% in English language arts. The lowest is 47% in Math.
Original Research by School Decision on Norma J Paschal El
Norma J Paschal Elementary serves Pre-K through fourth grade in Schertz, a fast-growing suburb on the northeast edge of San Antonio where Amazon, FedEx, Sysco, and other logistics and manufacturing operations anchor a booming economy. The school sits in a community of young families, residential master-planned neighborhoods, and active trail systems, with housing values in the area that reflect typical suburban Texas markets.
The school's student body mirrors the community's composition, with a substantial share of students who identify as Hispanic, a meaningful presence of white students, and a smaller but visible Black and multiracial population. About a third of the school's enrollment qualifies for free or reduced-price lunch, placing it solidly in a mixed-income demographic. The school itself is sized for an elementary school at this level, with a full spread across Pre-K and primary grades.
On state assessments, Norma J Paschal's performance shows a mixed picture that calls for closer attention. In third grade, reading proficiency falls below the threshold that parents typically hope to see; fewer than half of third graders were proficient on the state reading assessment. Math in third grade tells a similar story, with proficiency roughly at the same low level. Fourth grade shows improvement, particularly in reading, where just under two-thirds of students met proficiency. Fourth-grade math comes in at just above half proficient. Across all tested grades and both subjects, the school's overall proficiency index puts it in the top quartile when compared to other districts in Guadalupe County, driven largely by the stronger fourth-grade numbers, but the third-grade dip is real. Parents focused on strong early-grade literacy should talk directly with the school about how they support third-grade students whose reading is not yet at grade level.
The Schertz-Cibolo-Universal City ISD, the school's parent district, is navigating significant transitions. In May 2026, voters approved a substantial capital bond covering facility upgrades, technology, and campus improvements—the first such bond in roughly a decade—so physical infrastructure investment is coming. However, in November 2025, the district narrowly failed a property-tax election that would have provided ongoing operational revenue for salaries, programs, and school safety. That failure left the district facing a meaningful budget shortfall with potential implications for staffing and program breadth. Beginning in fall 2026, the district will transition all 15 campus libraries to hourly paraprofessional staffing in place of certified librarians, a cost-saving decision that reshapes the library experience for elementary students. These district-level moves are the backdrop in which elementary families are making school choices.
The immediate neighborhood around the school is part of Schertz's broader trajectory as a rapidly expanding bedroom community. The city has invested heavily in parks, trails, and recreational amenities—over 30 parks connected by multi-use paths like the Great Northern Trail and the Schertz Parkway shared path—and civic spaces include a recently expanded public library. New housing continues to fill in across master-planned communities, drawing families who work in the broader San Antonio metro area and value proximity to schools and suburban living. Rental and home costs in the zip code sit slightly below the Texas state benchmark, and the mortgage-to-income ratio suggests the area is affordable relative to many parts of the state, though like much of Texas it has seen modest price softening recently.
For families considering this school, the key question is how to interpret third-grade reading and math performance. The fourth-grade improvement suggests that students can and do catch up, but if a child arrives in third grade already below grade level, the trajectory matters. Walking through what interventions the school offers, how reading is taught, and what support exists for students in transition between third and fourth grade would be essential conversation with school leadership before deciding.
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