The percentage of students achieving proficiency in math was ≥50% (which was lower than the Texas state average of 83%). The percentage of students achieving proficiency in reading/language arts was ≥50% (which was lower than the Texas state average of 88%).
School Overview
School Type
Grades Offered
Grades 9-12
Total Students (10-11)
465 students
Total Classroom Teachers (10-11)
40 teachers
School Rankings
Math Test Scores (% Proficient)
(11-12)≥50%
83%
Reading/Language Arts Test Scores (% Proficient)
(11-12)≥50%
88%
Student-Teacher Ratio
n/a
14:1
American Indian
(10-11)n/a
n/a
Asian
(10-11)n/a
4%
Hispanic
(10-11)41%
50%
Black
(10-11)58%
13%
White
(10-11)1%
31%
Hawaiian
(10-11)n/a
n/a
Two or more races
(10-11)n/a
2%
Graduation Rate
(10-11)65-69%
86%
Eligible for Free Lunch (10-11)
35%
44%
Eligible for Reduced Lunch (10-11)
4%
7%
School Statewide Testing
School District Name
Houston Independent School District
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 83% TX state average), while ≥50% of students have achieved reading proficiency (compared to the 88% TX state average).
What is the graduation rate of Contemporary Lrn Ctrdevry Academy?
The graduation rate of Contemporary Lrn Ctrdevry Academy is 65-69%, which is lower than the Texas state average of 86%.
How many students attend Contemporary Lrn Ctrdevry Academy?
465 students attend Contemporary Lrn Ctrdevry Academy.
What is the racial composition of the student body?
58% of Contemporary Lrn Ctrdevry Academy students are Black, 41% of students are Hispanic, and 1% of students are White.
What grades does Contemporary Lrn Ctrdevry Academy offer ?
Contemporary Lrn Ctrdevry Academy offers enrollment in grades 9-12
What school district is Contemporary Lrn Ctrdevry Academy part of?
Contemporary Lrn Ctrdevry Academy is part of Houston Independent School District.
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