The top reported proficiency rate is 41% in English language arts. The lowest is 21% in Science.
Original Research by School Decision on Rodolfo Rudy Silva Jr El
Rodolfo Rudy Silva Jr. Elementary sits on West Mile 10 in Weslaco, a mid-sized Rio Grande Valley city whose economy spans healthcare, education, retail, and trade tied to the border corridor. The school is part of Weslaco ISD and serves children from pre-kindergarten through fifth grade. Its enrollment is on the larger side for an elementary campus of this grade band, with a very substantial share of students qualifying for free or reduced-price lunch. The student body is nearly entirely Hispanic, reflecting the demographic character of the surrounding community.
On the Texas STAAR assessment, the most recent data shows the school performing below the midpoint among districts in Hidalgo County on overall proficiency across tested subjects and grades. Breaking that down by subject tells a clearer story. In reading and language arts, roughly a third of third graders reached proficiency, and by fifth grade that figure climbs to close to half, which suggests some upward movement across elementary grades in ELA. Math tells a harder story: third-grade proficiency sits in the mid-thirties, and fifth-grade math proficiency drops to the low twenties. Fifth-grade science proficiency is in a similar range to fifth-grade math. The share of students reaching the higher "masters" performance level across all subjects is quite low. There is only one year of data available in this set, so trends over time cannot be characterized. A parent interested in how these numbers have moved, and what the school is doing instructionally in response, would be well served by asking the campus directly.
Fourth-grade results are not reportable in the data, as only a very small number of students tested on the Spanish-language STAAR at that grade, so those figures were withheld for privacy reasons. Pre-K through second grade are not subject to state standardized testing, which is why no results appear for those grades.
A graduation rate does not apply here; this is an elementary campus only.
The school is a regular public school with no charter or magnet designation. Data on English learner enrollment, students with IEPs, chronic absenteeism, and course access were not available in the information provided.
The district context is worth knowing. Weslaco ISD voters approved a substantial bond package in late 2023, the first major district bond in years, publicly reported to fund facility work across campuses including HVAC, roofing, safety vestibules, and fine arts and athletic improvements. That work, once complete, would affect the physical environment families and students experience. The bond came with a modest tax rate increase taking effect in 2024, a lasting cost consideration for households moving into the district.
The housing market around the school is notably affordable relative to state and national benchmarks. Home values sit well below the Texas median and considerably below the national median, with recent values showing a slight year-over-year dip. Rents are modest, with a rent-to-income ratio that is low by most measures. The area is building, with new single-family subdivisions, townhomes, and apartment development all actively underway across Weslaco, which publicly markets itself as a city in growth mode.
The city itself offers a walkable historic downtown with a monthly street festival on Texas Boulevard, a public library in a Spanish-style building connected to a memorial theater, the Frontera Audubon nature preserve, and the annual Texas Onion Festival at a city park. Schools, including this campus, sit on suburban campuses away from downtown rather than in the urban core. Valley Metro regional transit serves the city.
For families considering this school, the academic proficiency data, particularly in math and science at the upper elementary grades, is below where many parents hope to see a school land, and it sits below the median for Hidalgo County districts. That gap is worth a direct conversation with the school about instructional supports, intervention programs, and how the campus is addressing it.
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