Parker Elementary School ranks in the bottom 50% of all schools in Texas for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math was 23% (which was lower than the Texas state average of 37%). The percentage of students achieving proficiency in reading/language arts was 21% (which was lower than the Texas state average of 42%).
School Overview
Grades Offered
Grades 1-5
Total Students (20-21)
621 students
Total Classroom Teachers (20-21)
37 teachers
School Rankings
Math Test Scores (% Proficient)
(20-21)23%
37%
Reading/Language Arts Test Scores (% Proficient)
(20-21)21%
42%
Science Test Scores (% Proficient)
(20-21)20-24%
43%
Student : Teacher Ratio
n/a
14:1
American Indian
(20-21)n/a
n/a
Asian
(20-21)1%
5%
Hispanic
(20-21)76%
53%
Black
(20-21)20%
13%
White
(20-21)2%
26%
Hawaiian
(20-21)n/a
n/a
Two or more races
(20-21)1%
3%
Participates in the National School Lunch Program (NSLP)
Yes
Eligible for Free Lunch (20-21)
84%
56%
Eligible for Reduced Lunch (20-21)
7%
4%
School Statewide Testing
School District Name
Source: National Center for Education Statistics (NCES), TX Dept. of Education
Frequently Asked Questions
What percent of students have achieved state testing proficiency in math and reading?
23% of students have achieved math proficiency (compared to the 37% TX state average), while 21% of students have achieved reading proficiency (compared to the 42% TX state average).
How many students attend Parker Elementary School?
621 students attend Parker Elementary School.
What is the racial composition of the student body?
76% of Parker Elementary School students are Hispanic, 20% of students are Black, 2% of students are White, 1% of students are Asian, and 1% of students are Two or more races.
What grades does Parker Elementary School offer ?
Parker Elementary School offers enrollment in grades 1-5
What school district is Parker Elementary School part of?
Parker Elementary School is part of Aldine ISD School District.
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