Original Research by School Decision on S T E P - J J a E P
S T E P - J J A E P is an alternative school in Georgetown serving grades 10 through 12. It is located at 200 Wilco Way in Georgetown within Georgetown Independent School District.
The school enrolls a very small population, roughly a half-dozen students. The enrollment is split across the three high school grades, with the largest cohort in grade 10. Racially and ethnically, the student body is mostly Hispanic, with smaller representation of white students and one American Indian student. Data on free-or-reduced-price lunch eligibility, special education enrollment, or English learner status were not available.
State assessment data for this school were suppressed in the public record, which is standard practice when student counts are very small. Participation rates in tested grades show full participation in the 2018-19 school year, but the actual proficiency results cannot be reported. A graduation rate was not available; state testing data for high school often does not include graduation outcomes in the same dataset. The alternative school designation itself explains both the small enrollment and the data limitations. A parent interested in this school's academic outcomes and support capacity should contact the school directly to discuss how it serves students returning to high school, whether it specializes in credit recovery, work-based learning, or other alternative pathways, and what the actual academic support and completion rates look like for its cohort.
Georgetown itself is experiencing rapid residential growth, with new housing and commercial development expanding outward from its historic downtown. The broader school district has delayed opening two new elementary and middle schools from 2026 to 2027 due to slower-than-expected enrollment growth, and has restructured bus routes and start times as a cost-saving move beginning in fall 2026, affecting daily schedules across the district. A fourth high school remains under construction for opening in 2028. These district-level changes reflect the city's growth trajectory and the operational adjustments the district is making as it monitors how many students actually enroll versus earlier projections.
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