Credit Recovery Center serves 36 students in grades 11-12.
The student-teacher ratio of 9:1 was lower than the Texas state level of 14:1.
Minority enrollment was 44% of the student body (majority Hispanic), which was lower than the Texas state average of 75% (majority Hispanic).
School Overview
School Type
Grades Offered
Grades 11-12
Total Students
36 students
Total Classroom Teachers
4 teachers
School Rankings
Student-Teacher Ratio
9:1
14:1
American Indian
n/a
n/a
Asian
n/a
6%
Hispanic
36%
53%
Black
8%
13%
White
56%
25%
Hawaiian
n/a
n/a
Two or more races
n/a
3%
All Ethnic Groups
Eligible for Free Lunch
17%
57%
Eligible for Reduced Lunch
3%
5%
School Statewide Testing
School District Name
Source: National Center for Education Statistics (NCES), TX Dept. of Education
Frequently Asked Questions
How many students attend Credit Recovery Center?
36 students attend Credit Recovery Center.
What is the racial composition of the student body?
56% of Credit Recovery Center students are White, 36% of students are Hispanic, and 8% of students are Black.
What is the student-teacher ratio of Credit Recovery Center?
Credit Recovery Center has a student ration of 9:1, which is lower than the Texas state average of 14:1.
What grades does Credit Recovery Center offer ?
Credit Recovery Center offers enrollment in grades 11-12
What school district is Credit Recovery Center part of?
Credit Recovery Center is part of New Caney Independent School District.
Recent Articles
Do We Still Need Libraries in Public Schools in 2026
An updated look at the role of public school libraries in 2026, their impact on literacy, equity, and digital learning, and why they remain essential today.
The History of Public Schools in the United States
Explore the history of public schools in the U.S., from colonial roots to 2026 reforms shaping equity, funding, and classroom innovation.
Special-Program Registration Deadlines Explained
Learn what to know about special-program registration deadlines for magnet, CTE, and dual-enrollment options in public schools.
