Summary:
Connally Independent School District (ISD) in Texas is home to a single high school, Connally High School, which serves students in grades 9-12. The school's diverse student population faces academic and socioeconomic challenges, with performance on state assessments consistently below the state and district averages.
Connally High School's student body is 37.08% African American, 35.57% Hispanic, and 22.82% White, and a significant majority (77.18%) are eligible for free or reduced-price lunch, indicating a low-income population. The school's four-year graduation rate of 90.5% is slightly below the state average, and its dropout rate of 2.8% is higher than the state average. Despite relatively high spending per student ($13,066) and a low student-teacher ratio (10.9), the school's academic performance, as measured by STAAR End-of-Course exam proficiency rates, is consistently below the state and Connally ISD averages.
The analysis suggests that Connally High School faces significant challenges in supporting its diverse, low-income student population and improving academic outcomes. To address these issues, the school may need to focus on enhancing instructional practices, implementing targeted interventions, and continuously evaluating and refining its resource allocation and improvement strategies to drive sustained progress.
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