Impact of COVID-19 on Dallas Park Elementary
The coronavirus has had a profound impact on education in America.
Learning shifted online overnight, attendance numbers dwindled, and enrollment decreased.
SchoolDigger.com is making it easier for you to better assess how COVID-19 has impacted your school.
Through the collection of pre-pandemic (2019) and current data, SchoolDigger.com is sharing test scores,
enrollment numbers and school demographics from schools across the country – and we make it easy to see how impacted schools compare locally and statewide.
Rankings
Rank
Pre-pandemic (2018-2019) |
Rank
Post pandemic (2022-2023) |
Change (%) |
Ranks 2614th of 4479 Elementary schools | Ranks 2455th of 4647 Elementary schools | 5.5% |
Test Scores
|
% proficient
Pre-pandemic (2018-2019) |
% proficient
Post pandemic (2022-2023) |
Change (%) |
3rd Grade Reading (Dallas Park Elementary) | 41 | 52 | 11% |
3rd Grade Reading (Crowley Independent School District (Isd)) | 35 | 44 | 9% |
3rd Grade Reading (Texas) | 44 | 50 | 6% |
3rd Grade Mathematics (Dallas Park Elementary) | 42 | 32 | 10% |
3rd Grade Mathematics (Crowley Independent School District (Isd)) | 41 | 35 | 6% |
3rd Grade Mathematics (Texas) | 48 | 43 | 5% |
4th Grade Reading (Dallas Park Elementary) | 36 | 49 | 13% |
4th Grade Reading (Crowley Independent School District (Isd)) | 35 | 45 | 10% |
4th Grade Reading (Texas) | 43 | 54 | 11% |
4th Grade Mathematics (Dallas Park Elementary) | 43 | 24 | 19% |
4th Grade Mathematics (Crowley Independent School District (Isd)) | 40 | 35 | 5% |
4th Grade Mathematics (Texas) | 46 | 47 | 1% |
Student Body
|
Number of students
Pre-pandemic (2018-2019) |
Number of students
Post pandemic (2022-2023) |
Change (%) |
Total Students | 804 | 520 | 35.3% |
African American | 359 | 264 | 26.5% |
American Indian | 1 | 2 | 100% |
Asian | 67 | 44 | 34.3% |
Hispanic | 192 | 127 | 33.9% |
Pacific Islander | 2 | 1 | 50% |
White | 136 | 51 | 62.5% |
Two or More Races | 47 | 31 | 34% |
% Free/Discounted Lunch Recipients | 55.8% | 71.7% | 15.9% |