Original Research by School Decision on Positive Solutions Charter School
Positive Solutions Charter School is a small, single-campus high school in Bexar County serving grades nine through twelve. The student body is predominantly Hispanic, with an enrollment that reflects the composition of its immediate attendance area rather than a choice-based draw. Only one year of state testing data is available, which limits what can be said about academic trajectory.
The most recent proficiency results show a mixed academic picture. In social studies and science, students reached the "approaches" level at high rates, reflecting at least baseline competency in those subjects. Mathematics proficiency at the "approaches" level was also solid. Reading and language arts performance lagged considerably, with approaching-level rates well below the other subjects. Across all subjects, only a small share of students reached the "meets" or "master" levels, indicating that advancement beyond baseline proficiency remains concentrated in just a few learners. Since only one testing year is available, a reader cannot tell whether these results reflect a school stabilizing, improving, or declining.
Chronic absenteeism is reported at the highest level in the county's district comparison set. This is among the most concrete indicators available and suggests a significant attendance challenge that likely compounds academic outcomes and student engagement. A parent may want to ask the school directly about its attendance-intervention strategies and what supports exist for students facing barriers to regular attendance.
The school reports per-pupil spending in the middle-to-upper range among county districts, so resource allocation is not at the bottom tier. However, little public information is available about what academic or support programs this spending funds, what college-prep or career-readiness offerings exist, or how the school structures its curriculum. The district brief found no recent major policy changes, charter expansion, or strategic initiatives announced publicly. This information gap is typical for a small alternative charter serving a specific student population, but it means a prospective family would need to contact the school directly to understand its instructional philosophy, elective offerings, or pathways to graduation and post-secondary options.
Special education student counts and English learner populations are not reported in the available data, making it unclear what proportion of the enrolled population has documented learning differences or language-acquisition needs. Given the high chronic absenteeism and the structure of a small alternative charter, families with students needing intensive special education or intensive EL services may want to confirm what specialized services the school provides in-house versus through the district.
A four-year graduation rate for this school was not available, so a parent considering this school for a student heading toward grade nine would not have a published completion benchmark to reference.
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