Cesar E Chavez Academy 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 ≤10% (which was lower than the Texas state average of 51%). The percentage of students achieving proficiency in reading/language arts was ≤10% (which was lower than the Texas state average of 47%).
School Overview
School Type
Grades Offered
Grades 9-12
Total Students (19-20)
40 students
Total Classroom Teachers (19-20)
5 teachers
School Rankings
Math Test Scores (% Proficient)
(18-19)≤10%
51%
Reading/Language Arts Test Scores (% Proficient)
(18-19)≤10%
47%
Student-Teacher Ratio
n/a
14:1
American Indian
(18-19)n/a
n/a
Asian
(18-19)n/a
5%
Hispanic
(18-19)97%
53%
Black
(18-19)n/a
13%
White
(18-19)3%
27%
Hawaiian
(18-19)n/a
n/a
Two or more races
(18-19)n/a
2%
Graduation Rate
(18-19)30-39%
89%
Eligible for Free Lunch (19-20)
78%
56%
Eligible for Reduced Lunch (19-20)
8%
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?
≤10% of students have achieved math proficiency (compared to the 51% TX state average), while ≤10% of students have achieved reading proficiency (compared to the 47% TX state average).
What is the graduation rate of Cesar E Chavez Academy?
The graduation rate of Cesar E Chavez Academy is 30-39%, which is lower than the Texas state average of 89%.
How many students attend Cesar E Chavez Academy?
40 students attend Cesar E Chavez Academy.
What is the racial composition of the student body?
97% of Cesar E Chavez Academy students are Hispanic, and 3% of students are White.
What grades does Cesar E Chavez Academy offer ?
Cesar E Chavez Academy offers enrollment in grades 9-12
What school district is Cesar E Chavez Academy part of?
Cesar E Chavez Academy is part of Por Vida Academy School District.
