The top reported proficiency rate is 37% in Science. The lowest is 2% in Social studies.
Original Research by School Decision on Harris Middle
Harris Middle sits on Pruitt Avenue in San Antonio's urban core, part of San Antonio ISD and operating as a charter-status school serving sixth through eighth grade. The neighborhood around it is inner-city San Antonio, close to the historic downtown and River Walk corridor, an area that is dense, walkable near its center, and deeply tied to the city's older residential fabric. Housing near the school reflects this: home values in the immediate zip code sit well below both the Texas statewide and national medians, and have declined year over year. Rents have also dipped. For families considering a move to be near this campus, the area offers relative affordability compared to most of the state, though the broader San Antonio metro is in the middle of rapid growth and new construction is concentrated in its outer rings, not this inner-city zone.
The student body is nearly entirely Hispanic, with almost all students qualifying for free or reduced-price lunch. That concentration of economic need is among the highest you would find at a middle school anywhere. Data on English learner enrollment and special education rates were not reported in the available records, so families with students in those categories would want to ask the school directly about its support services.
On the STAAR assessments, the picture is one that calls for honest attention. Across tested grades and subjects, Harris Middle's overall proficiency index places it in the bottom quartile relative to districts in Bexar County. Math proficiency is the sharpest concern: across all three grade levels tested, only a small fraction of students reached the "meets grade level" standard, and the share reaching "masters" is extremely thin. Reading and ELA results are somewhat stronger but still well below what would be considered solid performance, with roughly a third or fewer of students at each grade level reaching the meets-grade-level bar. Science results for eighth graders are comparatively better, with about a third of students meeting the standard, and the approaches-grade-level rate in science is meaningfully higher. Social studies scores at eighth grade are very low, though that tested group appears to be a smaller subset of the eighth-grade class, and a parent would want to ask the school about the context for that result. No multi-year trend data was available beyond the most recent year, so it is not possible from this data to say whether performance is improving, holding steady, or declining.
Because Harris Middle covers only sixth through eighth grade, there is no graduation rate to report. That metric simply does not apply to a middle school.
The district context matters here. San Antonio ISD voted in late 2023 to close a substantial number of campuses as part of a rightsizing effort driven by long-term enrollment decline, a decision that reassigned many families and, publicly reported, led a meaningful share of affected students not to return to the district at all. The district has also moved to standardize curriculum across campuses, adopting a common approach to math and reading instruction after years of campus-by-campus variation, with a phonics-based literacy framework now in place. Whether Harris Middle is one of the campuses most directly affected by these changes is not specified in the available data, but district-wide curriculum shifts will reach every school. Facility investment is also underway across the district, funded by a voter-approved bond measure passed in 2020.
Program offerings were not available in the data provided, so it is not possible to describe what electives, extracurriculars, or enrichment options students at Harris Middle can access. That is a meaningful gap for middle school families, and worth asking the school about directly.
The academic results at Harris Middle are low enough that a parent choosing this school, or assigned to it, would reasonably want to ask the school for specifics on intervention supports, how the new district curriculum is being implemented on this campus, and what plans exist to move more students toward grade-level proficiency. The context of high economic need and the district's own transition period are part of the picture, but they do not change what the current test data shows.
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