The top reported proficiency rate is 63% in English language arts. The lowest is 36% in Science.
Original Research by School Decision on Dr Bryan C Jack El
Dr. Bryan C. Jack Elementary sits on the south side of Tyler, a growing regional hub in East Texas that serves as the seat of Smith County. Tyler is car-dependent in most neighborhoods, though downtown is actively being redesigned with wider sidewalks and new green space. The local economy leans heavily on healthcare and education, with two large hospital systems, a community college, and the University of Texas at Tyler among the dominant employers. The housing market around the school's zip code has seen modest home value appreciation over the past year, running roughly in line with national home values and modestly above the Texas statewide benchmark, while rents have edged slightly downward. The price-to-income ratio sits at a relatively accessible level by national standards, and monthly rental costs represent a manageable share of median household income.
The school serves pre-kindergarten through fifth grade and carries a sizable enrollment for its grade band. Students are drawn from a racially and ethnically mixed community: white students make up roughly half the enrollment, with Hispanic, Black, and Asian students each representing meaningful shares, and a smaller multiracial group as well. Close to half the student body qualifies for free or reduced-price lunch, indicating a broad economic range in the families served. Data on English learner and special-education populations were not available in the provided information.
On the STAAR assessments, which Texas uses to measure grade-level proficiency, Jack Elementary's results for the most recent year show a mixed picture across subjects. In reading and language arts, proficiency rates across tested grades cluster in the low-to-mid sixties, which is a reasonable showing and the school's clearest area of relative strength. Math proficiency runs in the low-to-mid fifties across grades, with third-grade performance somewhat stronger than fourth and fifth. The most notable gap appears in fifth-grade science, where well under half of tested students reached the proficient threshold, a softer result that parents may want to raise directly with the school to understand what supports are in place. Social studies results, assessed at one grade level, land in the upper thirties for students meeting grade-level expectations, with very few reaching the masters tier.
Looking across all subjects together, the school's overall proficiency index places it above the midpoint relative to districts in Smith County, which is a meaningful position in a county that includes a wide range of campuses. That aggregate picture is pulled upward by the stronger ELA numbers and somewhat restrained by science and social studies. Only one year of data was available, so trend information is not yet visible; a parent wanting to understand whether performance is improving, stable, or declining would need to ask the school directly.
Because Jack Elementary serves only pre-kindergarten through fifth grade, graduation rate data does not apply here. Chronic absenteeism data was not available in the provided information, and detailed course access, staffing, and discipline data were also absent.
At the district level, Tyler ISD completed a multi-year bond program that rebuilt and renovated a large number of campuses, funded without a tax-rate increase according to publicly reported district statements. The district has also introduced a turnaround model at Boulter Middle School beginning with the 2026-27 school year, which extends the school day and adjusts the academic calendar; that change affects families assigned to Boulter and does not directly apply to Jack Elementary, though families whose children will eventually feed into a middle school affected by district-level accountability pressures may want to follow those developments. No specific programmatic information for Jack Elementary itself was provided in the data, so extracurricular offerings, enrichment programs, or school-specific academic supports are gaps a parent would need to fill by contacting the school.
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