Summary:
The Desoto Independent School District (ISD) in Texas is home to two high schools: Desoto High School and Desoto Alternative Education Center (DAEP). While Desoto High School struggles with low academic performance and high dropout rates, the smaller and more specialized DAEP appears to be more effective in supporting its students, as evidenced by its impressive 0.0% dropout rate.
Desoto High School, with a student population of 2,216, has a predominantly African American student body and a high percentage of students (60.2%) receiving free or reduced-price lunch, indicating a socioeconomically disadvantaged student population. The school's proficiency rates in STAAR EOC exams are consistently below the state and district averages, and its four-year graduation rate of 88.0% is slightly below the state average. In contrast, DAEP, with only 33 students, has an even higher percentage of free or reduced-price lunch recipients (78.79%) and a significantly lower student-teacher ratio of 5:1, suggesting a more personalized learning environment.
The stark contrast between the two schools highlights the need for the Desoto ISD to address equity concerns and implement targeted interventions to improve educational outcomes for all students. Exploring the practices and strategies employed at DAEP that contribute to its lower dropout rate could provide valuable insights for improving the larger Desoto High School and ensuring that all students in the district have access to high-quality educational opportunities, regardless of their socioeconomic background.
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