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Connally ISD

Independent School District · Mclennan County · Waco area (Region 12)

2,289
Students
6
Campuses
D 63/100
TEA Rating (2024-25)
Ms Jill Bottelberghe View 26–27 Calendar
Superintendent

Boundary map

Boundary from TEA · basemap © OpenStreetMap contributors

Schools in this district (6)

  • Connally High School Grades 09-12 621 students
  • Connally Junior High Grades 06-08 535 students
  • Connally Primary Grades 01-03 498 students
  • Connally Elementary Grades 04-05 354 students
  • Connally Early Childhood Center Grades EE-KG 274 students
  • Challenge Academy Grades 04-12 7 students

Official Texas Education Agency

Texas School Report Card

2024-25 accountability data for Connally ISD · updated 06/01/2026

A–F · txschools.gov
D 63
In Need of Improvement
Overall score 63 / 100
2,266Students
6Campuses
12.3Students / Teacher
Ms Jill BottelbergheSuperintendent
★ Postsecondary Readiness

Student Population

Economically Disadvantaged80.5%
Special Education15.5%
Emergent Bilingual / English Learners12.8%

Student Outcomes

94.4%
Attendance Rate
15.9%
Chronic Absenteeism
17%
Grade 8 Algebra I EOC
34.4%
Postsecondary Outcomes

Staff

12.3Students per Teacher
184.7Full-time Teachers
394.4Full-time Staff
$56,912Avg. Teacher Salary

Original report card

The complete official TEA report card page (2024-25). Click to enlarge or download the high-resolution image.

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U.S. Census · NCES ACS-ED

Community & Demographics

American Community Survey estimates (2019-23) for the Connally ISD area

ACS-ED Dashboard
15,447Total population
$52,955Median household income
5,504Total households
86.4%Broadband internet

Race & ethnicity

White56%Hispanic / Latino19%Black / African American20%Asian1%Two or more races3%Some other race1%

Housing type

House 64%Apartments / other 36%

Homes by year built

2000 & after 16.1%1970–1999 56.2%Before 1970 27.7%

NCES Demographic Dashboard (2019-23)

Full ACS-ED report from the National Center for Education Statistics — includes language, labor-force and educational-attainment charts.

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