TexasSchoolsTEXANS CAN ACADEMY - GRANT EAST

TEXANS CAN ACADEMY - GRANT EAST

PublicAlternative/otherCharterGrades 912
DALLAS, Texas · TEXANS CAN ACADEMIES
SCHOOL SNAPSHOT
Students212
Student:Teacher26.5:1
Free/Reduced Lunch70%
Title INo

Key Indicators

At-a-glance snapshot, compared to state averages where available

State avg: 522
212
Total Enrollment
State avg: 67%
70%+3.7pp
Free/Reduced Lunch
26.5:1
Student : Teacher
Public
Sector
No
Title I
Charter
Charter
9–12
Grade Span
High
Level

Overview

TEXANS CAN ACADEMY - GRANT EAST is a public high serving grades 9–12 in DALLAS, Texas. The school enrolls 212 students. It is part of the TEXANS CAN ACADEMIES district. The school operates as a charter school.

Source: NCES CCD (2023)

Strengths & Things to Consider

Indicators pulled from NCES CCD and benchmarked against Texas state averages. This is not a ranking — different families value different things.

Strengths

Charter school with flexibility in curriculum
Publicly funded with greater autonomy over instruction and staffing

Things to Consider

Higher-than-average student-to-teacher ratio
26.5:1 — larger classes than typical
No official school website listed in our source data
This is a data-completeness gap, not a reflection of the school

Key Facts

SectorPublic
School TypeAlternative/other
LevelHigh
Grade Span9–12
DistrictTEXANS CAN ACADEMIES
County48113
CityDALLAS
ZIP75241
CharterYes
MagnetNo
Title INo
NCES School ID480001612961

Student Demographics

Total Enrollment212
White0.0%
Hispanic / Latino25.1%
Black / African American0.0%
Asian70.1%
American Indian / Alaska Native1.5%
Native Hawaiian / Pacific Islander0.0%
Two or More Races3.3%

Race / Ethnicity Distribution

White
0.0%
Hispanic
25.1%
Black
0.0%
Asian
70.1%
Two+
3.3%
Source: NCES CCD (2023)

Equity & Title I

In the United States, Free/Reduced Lunch (FRL) eligibility is the primary federal proxy for student poverty. Schools with 40% or more FRL-eligible students typically qualify for Title I school-wide programs.

FRL %70%
State Avg67%
Title INo
Source: NCES CCD (2023)