The percentage of students achieving proficiency in math was <50% (which was lower than the Texas state average of 83%). The percentage of students achieving proficiency in reading/language arts was ≥50% (which was lower than the Texas state average of 88%).
<麻豆果冻传媒 class='so-dt-title' id="overview">School Overview麻豆果冻传媒>
<麻豆果冻传媒 class='so-dt-title' id="school-rankings">School Rankings麻豆果冻传媒>
School Type
Grades Offered
Grades 7-12
Total Students (09-10)
25 students
Total Classroom Teachers
2 teachers
Math Test Scores (% Proficient)
(09-10)<50%
83%
Reading/Language Arts Test Scores (% Proficient)
(09-10)≥50%
88%
Student : Teacher Ratio
n/a
14:1
American Indian
(09-10)4%
n/a
Asian
(09-10)n/a
4%
Hispanic
(09-10)16%
49%
Black
(09-10)36%
14%
White
(09-10)44%
33%
Hawaiian
(09-10)n/a
n/a
Two or more races
(09-10)n/a
n/a
Eligible for Free Lunch (09-10)
80%
43%
Eligible for Reduced Lunch (09-10)
4%
8%
School Statewide Testing
School District Name
Source: National Center for Education Statistics (NCES), TX Dept. of Education
<麻豆果冻传媒 class='so-dt-title' id='faq'>Frequently Asked Questions麻豆果冻传媒> What percent of students have achieved state testing proficiency in math and reading?
<50% of students have achieved math proficiency (compared to the 83% TX state average), while ≥50% of students have achieved reading proficiency (compared to the 88% TX state average).
How many students attend Paradigm Accelerated Charter School - Wallis?
25 students attend Paradigm Accelerated Charter School - Wallis.
What is the racial composition of the student body?
44% of Paradigm Accelerated Charter School - Wallis students are White, 36% of students are Black, 16% of students are Hispanic, and 4% of students are American Indian.
What grades does Paradigm Accelerated Charter School - Wallis offer ?
Paradigm Accelerated Charter School - Wallis offers enrollment in grades 7-12
What school district is Paradigm Accelerated Charter School - Wallis part of?
Paradigm Accelerated Charter School - Wallis is part of Premier High Schools School District.
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