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SECONDARY DAEP

SECONDARY DAEP is a public middle school in HOUSTON ISD (HARRIS County), Texas. It serves 11 students in special education of 38 total students.

  • School District: HOUSTON ISD
  • County: HARRIS
  • Grade Type: Middle
  • Grade Span: 06 - 08
  • Campus Type: Alternative Education Program
  • Ranking Status: Not Ranked - Alternative Education Program
  • Charter School: No
  • Median Household Income: in ZIP code 77020 is $49,481
Street view of SECONDARY DAEP in HOUSTON, TX
Overall SPED Support Score
SPED Support Percentile
Not Rated
General Accountability Rating

SPED Sub-Scores

Academic Performance
Academic Growth
Inclusion & Placement
Staffing Support
Discipline Climate
Graduation & Dropout

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General Information on Students and Teachers 2019 2022 2025
Total number of students 38
Number of students in Special Education 11
Percentage of students in Special Education 28.9%
Total Students with Disabilities 5
Students with Autism 1
Students with Behavioral Disabilities 2
Students with Intellectual Disability 2
Students with Non-Categorical Early Childhood 0
Students with Physical Disabilities 0
Total Count of Teachers 43.5
Count of Special Education Teachers (Full Time Equivalent) 2.5
Percentage of Special Ed Teachers 11.7%
Ratio of Special Education Students to Special Education Teachers 4.4

Frequently Asked Questions

What grades does SECONDARY DAEP serve?
SECONDARY DAEP serves grades 06 - 08, classified as middle in HOUSTON ISD.
Is SECONDARY DAEP a charter school?
No. SECONDARY DAEP is a traditional public school in HOUSTON ISD.
How does SECONDARY DAEP compare to other Texas schools for special education?
You can compare SECONDARY DAEP side-by-side with up to four other Texas schools across STAAR results, special education metrics, discipline, and graduation data on the school comparison page at https://learningdifferences.info/compare/.
What is SECONDARY DAEP's TEA accountability rating?
SECONDARY DAEP has a Texas Education Agency accountability rating of Not Rated for the 2025 reporting year.

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