Gonzales Center serves 19 students in grades 1-6.
The percentage of students achieving proficiency in math was ≥50% (which was lower than the Texas state average of 84%). The percentage of students achieving proficiency in reading/language arts was ≥50% (which was lower than the Texas state average of 88%).
The student:teacher ratio of 3:1 was lower than the Texas state level of 14:1.
Minority enrollment was 89% of the student body (majority Hispanic), which was higher than the Texas state average of 75% (majority Hispanic).
School Overview
School Type
Grades Offered
Grades 1-6
Total Students
19 students
Total Classroom Teachers
6 teachers
Students by Grade
School Rankings
Math Test Scores (% Proficient)
(10-11)≥50%
84%
Reading/Language Arts Test Scores (% Proficient)
(10-11)≥50%
88%
Student : Teacher Ratio
3:1
14:1
American Indian
n/a
n/a
Asian
n/a
6%
Hispanic
68%
53%
Black
21%
13%
White
11%
25%
Hawaiian
n/a
n/a
Two or more races
n/a
3%
All Ethnic Groups
Eligible for Free Lunch
11%
57%
Eligible for Reduced Lunch
5%
5%
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?
≥50% of students have achieved math proficiency (compared to the 84% TX state average), while ≥50% of students have achieved reading proficiency (compared to the 88% TX state average).
How many students attend Gonzales Center?
19 students attend Gonzales Center.
What is the racial composition of the student body?
68% of Gonzales Center students are Hispanic, 21% of students are Black, and 11% of students are White.
What is the student:teacher ratio of Gonzales Center?
Gonzales Center has a student ration of 3:1, which is lower than the Texas state average of 14:1.
What grades does Gonzales Center offer ?
Gonzales Center offers enrollment in grades 1-6
What school district is Gonzales Center part of?
Gonzales Center is part of San Antonio Independent School District.
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