The top reported proficiency rate is 19% in English language arts. The lowest is 0% in Social studies.
Original Research by School Decision on Big Springs Charter School
Big Springs Charter School is a very small K-12 open-enrollment charter district serving a region near Leakey and Ingram in Kerr County. The school operates two campuses: the main Big Springs Charter School and the Ed Brune campus, which serves as an alternative education setting operated by Hill Country Youth Ranch. The district exists primarily to provide educational and residential services for foster youth and at-risk students in a structured rural setting.
The enrollment sits at a small size across all grades, with the heaviest concentration in the middle and early high school years. The student population is roughly evenly split between Hispanic and white students, with a small Asian enrollment and even smaller representation of Black students; the data on free-or-reduced-price lunch eligibility and English learner population was not available. Grades served run from kindergarten through grade twelve.
Academic performance across the district is substantially below the Kerr County median. On Texas state assessments, the overall proficiency rate across tested subjects and grades is in the bottom quartile among the county's districts. Math results are particularly weak, with very few students reaching proficiency in any tested grade; grades 4, 6, and 8 showed zero students reaching proficiency levels. English language arts performance is marginally stronger, with some grades showing single-digit to low double-digit proficiency rates, though grades 3 and 5 again saw very few students proficient. Science and social studies show somewhat higher rates of students reaching the "approaches" standard, but virtually no students mastered these subjects. The data reflects small cohort sizes in each grade, which means individual student results move percentages significantly; a parent may want to look into further with the school whether these numbers reflect the nature of the population served (students with documented trauma and significant academic gaps upon enrollment) and what progress trajectories the school tracks over time rather than point-in-time proficiency snapshots.
Chronic absenteeism is dramatically higher than the county median, placing the district in the bottom quartile. This is a notable gap that warrants direct conversation with school leadership about the drivers, the school's approach to attendance barriers, and what supports exist for students who struggle with consistent attendance.
Per-pupil spending is above the county range, which is consistent with the school's model as a small, residential alternative program with intensive services embedded in its daily operations. This higher spend does not translate to stronger test scores, but again the student population and school mission are quite different from traditional districts, and cost per student would naturally run higher in a smaller, specialized setting.
A recent change of parent relevance is the addition of a varsity athletics program at the Ed Brune campus. Beginning in the 2023-2024 seasons, the school added six-man football, volleyball, basketball, track, and cheerleading. For a very small alternative charter, these team-sport offerings represent a meaningful expansion of extracurricular life, and the school reports transportation is available. This development signals an intentional investment in broadening the campus experience beyond academics and residential services.
The school does not report a graduation rate, which is typical for small or highly specialized institutions where the traditional four-year cohort model may not apply. A parent considering enrollment should request from the school what outcome data they track for students who complete their program, what transitions are available post-graduation, and how the school defines and supports student completion.
Big Springs Charter School exists as a narrowly focused alternative program rather than a broad K-12 community option. Families considering it would be drawn by its specific mission and services for at-risk or foster youth in a residential or day-student model, not by competitive academic standing or breadth of college-prep pathways. The school's value hinges on how well it addresses the emotional, behavioral, and relational needs of its population and on what long-term outcomes students achieve after leaving the program.
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