Glenda Dawson HS

5 years of ratings

Follow the solid line to see how this school has changed. Turn comparison lines on or off to add context.

2021-22 is shown under the refreshed methodology TEA adopted in 2023, so it is comparable with later years. Under the original scoring it was rated A with 92 that year.

Comparison lines follow the current rated cohort backward through time. The table gives the number in that fixed cohort that reported a score each year; it can be smaller than cohort membership.

Where the score comes from

Texas builds the overall rating from the better of Student Achievement and School Progress, weighted 70%, plus Closing the Gaps at 30%. School Progress is itself the better of Academic Growth and Relative Performance. The 60, 70, 80 and 90 rules mark the letter-grade thresholds.

• Student Achievement96 A+7.3 vs similar economic context · 926 reporting
• School Progress95 A+10.4 vs similar economic context · 924 reporting
• Closing the Gaps98 A+12.6 vs similar economic context · 918 reporting
• Academic Growth80 B−1.1 vs similar economic context · 909 reporting
• Relative Performance95 A+15.1 vs similar economic context · 924 reporting

• Glenda Dawson HS
• Similar economic-disadvantage rate (947 in cohort)

TEA does not add the domains up. The overall score is the better of Student Achievement and School Progress at 70%, plus Closing the Gaps at 30%. For this school that better measure is Student Achievement (96), so School Progress (95) is published above but does not enter the overall score at all — gaining points there changes nothing until it passes 96.

Student outcomes

STAAR performance

• Approaches grade level
• Meets grade level
• Masters grade level
• Tick: Similar economic-disadvantage rate (947 in cohort)

Percentage of tests at or above each level. Masters is a subset of Meets, which is a subset of Approaches. The selected-comparison tick on each bar marks the average for schools with a similar economic-disadvantage rate — a comparison TEA does not publish.

Graduation

Four-Year

98.8%+7.0 pts vs similar economic context average for schools with a similar economic-disadvantage rate · 263 rated schools reporting

Five-Year

100.0%+8.4 pts vs similar economic context average for schools with a similar economic-disadvantage rate · 263 rated schools reporting

Six-Year

99.8%+8.5 pts vs similar economic context average for schools with a similar economic-disadvantage rate · 264 rated schools reporting

Dropout Rate

0.0%−0.3 pts vs similar economic context average for schools with a similar economic-disadvantage rate · 264 rated schools reporting

These measures use TEA's standard-accountability population. Each comparison average includes only schools in that population that report that specific measure; its reporting count is shown beside the average. It is an unweighted average of those reported school rates, not a pooled rate across every student in the group.

College, career and military readiness

Total credit for CCMR criteria

98.0%+9.2 pts vs similar economic context

Every row is a share of this school's graduates, and every row is a way of meeting CCMR — so on every row, a bigger share is better. Difference is this school minus the average for schools with a similar economic-disadvantage rate, counted in percentage points: +5.0 would mean five more graduates in every hundred met that criterion here. The selected comparison is an unweighted average of the reported school percentages, not a pooled rate across all graduates in the group. Graduates may meet several criteria, so the rows do not add up to the total.

Counts in the comparison controls describe full cohort membership, not the denominator of every average. Each average uses only schools for which TEA reported that measure; metric-specific reporting counts are shown on the STAAR, graduation and CCMR rows and may vary.

After high school: the following fall

Where school graduates appeared in Texas public higher-education records the fall after graduation. This is a limited next-step measure, not an eventual college-going or completion rate.

Graduates in the report

623

Class of 2023–24

Enrolled in Texas public higher education

360

57.8% of graduates

Not found in Texas public higher-ed records

220

35.3% of graduates

Not trackable

43

Fall 2024

Most common named Texas public destinations

1. TEXAS A&M UNIVERSITY (003632)47
2. ALVIN COMMUNITY COLLEGE (003539)42
3. UNIVERSITY OF HOUSTON (003652)40

Selected comparison counts are neutral cohort scale context. The percentages put differently sized graduating classes on the same basis, but still cover only the limited Texas-public system observed by this report.

Source: Texas Higher Education Coordinating Board, high-school graduates enrolled in higher education, fetched 24 August 2026. The report covers graduates who enrolled in a Texas public college or university the following fall and includes only districts or campuses with more than 25 graduates.

“Not found” does not mean a graduate did not continue their education. It can include private or out-of-state college, work, military service, enrollment after the fall term, or another path the Texas public system does not observe.

“Not trackable” is not an outcome. THECB uses it for graduates with a non-standard identifier that could not be matched to higher-education records.

Who this school serves

Placed after the results deliberately: this is context for reading them, not an explanation of them.

Students

2,580

Economically disadvantaged

27.4%−1.0 pts vs similar economic context

English learners

4.9%−5.2 pts vs similar economic context

Special education

9.7%−7.5 pts vs similar economic context

Attendance

96.1%+0.7 pts vs similar economic context

Chronically absent

8.0%−2.2 pts vs similar economic context

Student demographics

Glenda Dawson HS

• African American 25.4%
• Hispanic 25%
• White 22.9%
• American Indian 0.3%
• Asian 22.1%
• Two or More Races 4.2%

Student counts behind the percentages

Context only. These counts are not rankings, comparisons, or judgments about school quality.

Students in this TEA accountability summary

2,580

Economically disadvantaged students

706

Emergent bilingual students

127

Special education students

249

Campus mobility · 2024–25

Mobile students

180

Students in TEA mobility denominator

2,660

TEA-published mobility rate

6.8%

The mobility count and rate use TEA’s separate 2024–25 campus denominator shown above, not current enrollment. This site does not recalculate a missing rate.

The first figure is TEA’s student count for this accountability summary. It is a separate publication from the fall PEIMS enrollment shown above and can differ; this site does not substitute one for the other. Counts come from TEA’s 2025-26 accountability summary, fetched 29 August 2026. A reported zero is shown as 0. Small-number and complementary masks, unavailable values, and blank not-reported fields stay separate and are never estimated. TEA masking definitions.

Enrollment over time

TEA-reported student enrollment for each available school year. Enrollment growth or decline is not a measure of school quality.

TEA reported 2,580 students in 2025–26, an increase of 11 (0.4%) from 2024–25.

Latest enrollment

2,580

2025–26

Change from 2024–25

+11

Increase · +0.4%

Change since 2021–22

+64

Increase · +2.5%

The selected comparison column is the average enrollment among reporting schools in that group. It changes with the comparison control; this school's own counts do not.

Source: TEA PEIMS Student Program and Special Populations Reports, fetched 24 August 2026. TEA reports these counts from its fall student snapshot; changes compare adjacent reported school years.

These counts show how enrollment changed, not why. Attendance-zone changes, school openings or closures, grade reconfigurations, transfers and population shifts can affect the total.

Discipline and removal from class

TEA’s annual student and action counts, kept separate and divided only by the matching full-year enrollment. These figures describe removals from instruction, not a simple safe-or-unsafe score.

Students in TEA’s all-discipline count

300

11.5% of cumulative year-end enrollment

Disciplinary actions

1,019

38.95 per 100 students

Cumulative year-end enrollment

2,616

2024–25

Selected comparisons use rates, not raw counts, so differently sized schools can be read on the same basis. Each average uses only group members for which TEA reported that rate; this school's own counts and rates remain fixed.

Students, actions and incidents are different units. One student can receive multiple actions. The categories overlap, so they must not be added together. Rates use TEA's matching cumulative year-end enrollment, not the October enrollment shown elsewhere on this page.

Source: TEA Discipline Reports, fetched 24 August 2026. Suppressed values stay unavailable rather than being estimated. Use 2020–21 cautiously because remote instruction during the pandemic changed students' exposure to in-person discipline. TEA consolidated its separate action-group reports into this product in 2024–25; this trend uses only the stable “All discipline” heading.

Spending per student

The campus and its parent district stay fixed while the selected same-sector txschools.net comparison changes with the page-wide control. TEA's own peer group and statewide reference remain visible as separately published, fixed TEA references.

• Glenda Dawson HS
• Parent district: Pearland ISD
• Texas average
• Selected comparison: Similar economic-disadvantage rate

For 2025, TEA reported $8,304 per student for this campus, $14,331 per student for its parent district, Pearland ISD, $18,972 per student for the Texas average.

Not reported in this TEA campus finance record: TEA peer group.

The selected-comparison reporting count is year-specific and can vary across the table. Dollar amounts are shown as TEA published them and are not adjusted for inflation.

Teachers and actual class size

Average salary

$74,171+$5,802 vs similar economic context

Teachers

148+95.2 vs similar economic context

Students per staff member

17.4+2.8 vs similar economic context

Teaching experience

Glenda Dawson HS

• Beginning 3.3%
• 1 to 5 years 16%
• 6 to 10 years 15.5%
• 11 to 20 years 39.7%
• 21 to 30 years 22.9%
• Over 30 years 2.7%

Average students in a class

These are TEA's actual class-size averages for the grade or subject shown, not the student-to-teacher ratio. TEA reported 5 of 12 categories for this campus; the categories are not combined into a made-up campus-wide average. Each selected comparison average uses only schools reporting that same grade or subject.

Source: TEA Texas Academic Performance Reports, fetched 24 August 2026.

Where this school ranks best

Out of 200 rankings computed across every published metric and every available comparison group, these are all the measures that meet this site’s distinctive-placement threshold. The list does not change when you change Compare against. Each measure appears once, using its strongest placement. Press Copy for a citable sentence.

These are selected high placements, not a summary. Every figure above this section is the full picture, including where this school ranks poorly. Each measure appears once here, using its strongest qualifying placement across all available comparison groups. Very large ties are left out because they do not distinguish this school; any tie that does appear is labeled. Every ranking this site publishes, including the ones no school would put in a press release.

Where this comes from

The Texas Education Agency publishes the underlying accountability reports and data downloads. Ratings, outcomes, demographics, staffing and finance on this page come from TEA data available through txschools.gov, fetched 15 August 2026. TEA’s Reports and Data Portal links the official bulk files. Enrollment history comes from TEA's PEIMS Student Program and Special Populations reports, fetched 24 August 2026. The student-count context comes from TEA’s bulk accountability summary, fetched 29 August 2026; TEA’s masking definitions explain withheld values. The dated notice, staffing, discipline, transfer, community and postsecondary sections cite their separate TEA, Census or THECB publication in place. Every archived source carries checksums so each number stays traceable to the bytes the public agency served.

Download the full dataset · this campus's district

Single-file records are pre-built for district-level records only, so there is no per-campus CSV to link here. Producing both formats for every entity would consume most of the 20,000-asset deployment limit before pages and shared data are counted. This campus is a row in the bulk files on the download page, keyed by its TEA id 020908007.