Legacy Elem

Official improvement and transfer notices

Official state and federal designations can carry support, reporting requirements or a family transfer option that a single A–F rating does not explain.

Selected comparison percentages are the share of reporting schools in that group found on each dated list. They are neutral prevalence context; changing the comparison never changes this school's official status.

These are dated TEA statuses, fetched 24 August 2026; they are not added to or subtracted from this site's rating.

1 year of ratings

Follow the solid line to see how this school has changed. Turn comparison lines on or off to add context.

Comparison lines follow the current rated cohort backward through time. The table gives the number in that fixed cohort that reported a score each year; it can be smaller than cohort membership.

Where the score comes from

Texas builds the overall rating from the better of Student Achievement and School Progress, weighted 70%, plus Closing the Gaps at 30%. School Progress is itself the better of Academic Growth and Relative Performance. The 60, 70, 80 and 90 rules mark the letter-grade thresholds.

• Student Achievement47 F−23.5 vs similar economic context · 2,139 reporting
• School Progress50 F−28.8 vs similar economic context · 2,134 reporting
• Closing the Gaps30 F−44.9 vs similar economic context · 2,118 reporting
• Academic Growth50 F−23.0 vs similar economic context · 2,099 reporting
• Relative Performance49 F−27.8 vs similar economic context · 2,133 reporting

• Legacy Elem
• Similar economic-disadvantage rate (2,309 in cohort)

Closest to moving up: School Progress, 10 points below D in that domain — the nearest of the measures that count toward the overall rating.

TEA does not add the domains up. The overall score is the better of Student Achievement and School Progress at 70%, plus Closing the Gaps at 30%. For this school that better measure is School Progress (50), so Student Achievement (47) is published above but does not enter the overall score at all — gaining points there changes nothing until it passes 50.

Student outcomes

STAAR performance

• Approaches grade level
• Meets grade level
• Masters grade level
• Tick: Similar economic-disadvantage rate (2,309 in cohort)

Percentage of tests at or above each level. Masters is a subset of Meets, which is a subset of Approaches. The selected-comparison tick on each bar marks the average for schools with a similar economic-disadvantage rate — a comparison TEA does not publish.

Counts in the comparison controls describe full cohort membership, not the denominator of every average. Each average uses only schools for which TEA reported that measure; metric-specific reporting counts are shown on the STAAR, graduation and CCMR rows and may vary.

Who this school serves

Placed after the results deliberately: this is context for reading them, not an explanation of them.

Students

626

Economically disadvantaged

90.6%+0.4 pts vs similar economic context

English learners

3.2%−36.4 pts vs similar economic context

Special education

21.4%+3.7 pts vs similar economic context

Attendance

—

Chronically absent

—

Student demographics

Legacy Elem

• African American 0.3%
• Hispanic 90.9%
• White 8%
• Asian 0.5%
• Two or More Races 0.3%

Student counts behind the percentages

Context only. These counts are not rankings, comparisons, or judgments about school quality.

Students in this TEA accountability summary

626

Economically disadvantaged students

567

Emergent bilingual students

20

Special education students

134

TEA context labels

• New campus compared with last year’s fall enrollment

Campus mobility · 2024–25

Mobile students

Not reported

Students in TEA mobility denominator

Not reported

TEA-published mobility rate

Not reported

The mobility count and rate use TEA’s separate 2024–25 campus denominator shown above, not current enrollment. This site does not recalculate a missing rate.

The first figure is TEA’s student count for this accountability summary. It is a separate publication from the fall PEIMS enrollment shown above and can differ; this site does not substitute one for the other. Counts come from TEA’s 2025-26 accountability summary, fetched 29 August 2026. A reported zero is shown as 0. Small-number and complementary masks, unavailable values, and blank not-reported fields stay separate and are never estimated. TEA masking definitions.

Teachers

Average salary

$59,477−$8,683 vs similar economic context

Teachers

40−0.1 vs similar economic context

Students per staff member

15.5+0.9 vs similar economic context

Teaching experience

Legacy Elem

• 1 to 5 years 26.7%
• 6 to 10 years 32.2%
• 11 to 20 years 18.6%
• 21 to 30 years 19.8%
• Over 30 years 2.5%

Where this school ranks best

Out of 89 rankings computed across every published metric and every available comparison group, these are all the measures that meet this site’s distinctive-placement threshold. The list does not change when you change Compare against. Each measure appears once, using its strongest placement. Press Copy for a citable sentence.

These are selected high placements, not a summary. Every figure above this section is the full picture, including where this school ranks poorly. Each measure appears once here, using its strongest qualifying placement across all available comparison groups. Very large ties are left out because they do not distinguish this school; any tie that does appear is labeled. Every ranking this site publishes, including the ones no school would put in a press release.

Where this comes from

The Texas Education Agency publishes the underlying accountability reports and data downloads. Ratings, outcomes, demographics, staffing and finance on this page come from TEA data available through txschools.gov, fetched 15 August 2026. TEA’s Reports and Data Portal links the official bulk files. Enrollment history comes from TEA's PEIMS Student Program and Special Populations reports, fetched 24 August 2026. The student-count context comes from TEA’s bulk accountability summary, fetched 29 August 2026; TEA’s masking definitions explain withheld values. The dated notice, staffing, discipline, transfer, community and postsecondary sections cite their separate TEA, Census or THECB publication in place. Every archived source carries checksums so each number stays traceable to the bytes the public agency served.

Download the full dataset · this campus's district

Single-file records are pre-built for district-level records only, so there is no per-campus CSV to link here. Producing both formats for every entity would consume most of the 20,000-asset deployment limit before pages and shared data are counted. This campus is a row in the bulk files on the download page, keyed by its TEA id 232903114.