The top reported proficiency rate is 18% in Math. The lowest is 0% in English language arts.
Original Research by School Decision on Secondary Student Success Center 803
Secondary Student Success Center 803 is a small Miami-Dade County public alternative school serving grades six through twelve, located on NW 27th Avenue in Miami's Liberty City area. It operates under the Miami-Dade County Public Schools district and is not a charter or magnet school. The school's name and designation as an alternative school signal a specific purpose: serving students who need a different academic environment or support structure than a traditional middle or high school provides.
The enrollment picture is very small. All students are concentrated in the middle grades, with no students reported in any high school grade from ninth through twelfth. That is worth pausing on: despite being listed as a grades six-through-twelve school, the upper grades appear to have no current enrollment. A parent considering this school for a high school-age student should ask the school directly about when and whether those grades are active.
The student body is predominantly Hispanic, with a meaningful share of Black students and very few white students. A substantial minority of students qualify for free or reduced-price lunch, though a considerable share of the student body falls outside that category as well. Data on English learner and special education populations was not available in what was provided.
The available state assessment results are stark. For the one grade where results were reported rather than suppressed, ELA proficiency was at the floor, and math proficiency was very low. Grades six and eight had suppressed results in both subjects, which typically happens when student counts are small enough that the state withholds data to protect individual privacy. The science result at eighth grade was similarly suppressed. A parent should understand that suppressed results at a very small school do not necessarily mean scores would look worse if reported, but the one visible math figure is low, and the ELA figure is at zero. This is an area to discuss with the school: what academic support structures are in place, and how does the school define and measure student progress for this population?
No graduation rate data was available, program offerings were not reported, and chronic absenteeism data was absent. These are meaningful gaps. In an alternative setting, supports like counseling, credit recovery, flexible scheduling, and individualized plans are often central to the school's model, but the data provided did not describe those offerings. The comparison framework covering Miami-Dade County districts found too few comparable entities to produce a meaningful proficiency comparison, so no peer-relative positioning was possible.
The school sits within a Miami-Dade district facing a period of real change. The district has seen enrollment decline significantly over recent years, and publicly reported information indicates that as many as nine schools have been proposed for closure or consolidation ahead of the next school year, with some campuses being reconfigured into new grade structures. Families should verify this school's status directly with the district. A voter-approved property tax levy funds teacher compensation and school safety staffing through 2027, after which renewal would require another vote.
The surrounding Miami housing market is priced well above both the state and national median home values, with rents that consume a substantial share of income relative to national norms, though both sale prices and rents have dipped slightly year over year. Miami itself is a dense, walkable urban city with strong transit infrastructure including free Metromover service downtown, a Metrorail system, and an extensive library network. Employment anchors include county government, healthcare systems, the University of Miami, and a large airport-driven logistics and travel sector.
This school is a small, alternative public school serving a specific population. The academic results that are visible are low, and the full picture is obscured by suppression. A family whose student is being placed here or who is exploring it as an option should ask the school directly about its model, how it measures and supports student progress, and what the path looks like for students who eventually reach high school grade levels.
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