Original Research by School Decision on Fisd Daep
FISD DAEP is a public alternative school operated by Kenedy ISD, located in Floresville in Wilson County. It serves a single grade level and has an enrollment profile that is extremely small. The school is designed to serve students at risk of dropping out, students referred through the disciplinary process, or those who have experienced academic struggle in the traditional setting.
As an alternative school focused on grade eleven, FISD DAEP does not participate in state academic testing or produce graduation rate data in the conventional sense. State assessments are administered only at specific grade levels, and this school's singular grade focus means standard proficiency measures do not apply. A parent or prospective student considering this placement should view its purpose as providing an alternative pathway and supportive environment for upper-level high school students rather than a school evaluated by traditional academic benchmarks. Questions about curriculum breadth, dual-credit offerings, credit recovery, or the specific academic and behavioral supports available would be best directed to the school itself.
The alternative school model typically emphasizes individualized programming, smaller class sizes, and flexible scheduling designed to help students who struggle in traditional settings complete their high school requirements. The nature of the enrollment, which includes students referred for behavioral or academic reasons, means the peer environment and school culture differ substantially from a standard high school. This can be either a strength or a consideration depending on the student's circumstances and needs.
Floresville is a small community in Wilson County. Housing in the area is moderately priced relative to state benchmarks. The local economy and employment context show moderate stability, though detailed information about major employers or recent economic development in Floresville was not available.
Kenedy ISD, the parent district, recently placed a bond proposal on the ballot prioritizing a new elementary school alongside facility improvements and security renovations, with the stated intention of maintaining the current tax rate. If passed, this would signal district investment in infrastructure and growth capacity, though the timing and outcomes of that initiative are outside the scope of this school's direct operations.
For families considering FISD DAEP, the central questions are whether the alternative setting aligns with their student's learning style and circumstances, what specific services and course completion pathways the school offers, and how placement decisions are made within the district. The school's small size and focused mission mean it operates outside traditional comparison frameworks. Speaking directly with FISD DAEP and Kenedy ISD administration about curriculum, support services, and student outcomes in credit completion and post-secondary transitions would provide the most relevant picture.
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