The top reported proficiency rate is 0% in Math.
Original Research by School Decision on Harper Daep
Harper DAEP is an alternative school in Houston serving students in grades nine through twelve. It is part of Houston ISD, which since mid-2023 has been under state control following a Texas Education Agency takeover that dissolved the elected school board and replaced it with a state-appointed board of managers. That administrative change shapes the governance context families would navigate.
The school serves a small enrollment dominated by economically disadvantaged students. The vast majority qualify for free or reduced-price lunch. The student body is predominantly Hispanic, with a substantial share Black, and a very small white enrollment. No enrollment data was available on English learners or special education population, so a parent may want to ask the school directly about those demographics.
State assessment results from the most recent testing year show very low proficiency. In the eighth-grade cohort that took tests, no students achieved proficiency in mathematics, English language arts, science, or social studies. Testing was sparse in the lower grades due to small numbers. Most recent year data shows that across all grades tested, only a small share of students approached proficiency standards in any subject, with essentially no students meeting or mastering standards. The school sits in the bottom quartile of proficiency across the county's school districts.
This testing pattern reflects the reality that alternative schools serve students who have experienced academic struggle, behavior issues, or other disruptions in traditional settings. Harper DAEP's explicit purpose as an alternative placement means the student population arrives with significant academic gaps. The proficiency numbers should be understood in that context: they describe the starting point and current performance of a population in recovery, not a typical secondary school.
A graduation rate was not available in the data; as a school that may serve students in non-traditional progression pathways, it may not report that metric in the standard form, so a parent should clarify directly with the school how it tracks completion and advancement.
The school's enrollment is small, concentrated most heavily in grade nine. This reflects typical alternative school design, where students may move through or out of the program within a year or two. The intimate scale means closer adult-student relationships but also narrower peer environment and fewer elective or program choices.
Houston's housing market around the school's location in the city reflects mid-range values and rents typical of inner-city Houston neighborhoods. The city as a whole is experiencing rapid growth and demographic change, with an influx of residents into the metro area and substantial new housing construction. This growth context affects school enrollment patterns district-wide.
The broader Houston ISD environment includes significant recent changes. The state-appointed leadership has implemented a standardized instructional model called NES (New Education System) at many campuses, featuring scripted lessons, frequent assessment, longer days, and tighter oversight. Some campuses have repurposed libraries into spaces for students with discipline issues. In November 2024, voters rejected the district's proposed bond, leaving aging facility needs unaddressed. In February 2026, the board voted to close or consolidate twelve schools, following accelerated enrollment declines during the takeover period. These shifts create ongoing instability in the district, and families should understand that the school operates within a district undergoing substantial restructuring.
Harper DAEP exists to serve a particular population: high school students who have not succeeded in mainstream settings. It is a small, intensive alternative placement with limited frills, serving students who are starting from behind academically. The data shows that students currently in the school are not yet meeting state standards, and parents should approach it with clear eyes about what academic trajectory it can offer and what supports or changes would be needed to move students toward proficiency and completion.
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