Two Dimensions Preparatory Academy

Official improvement and transfer notices

Dated TEA notices for campuses in this charter school system. They are shown separately from the charter school system rating because they describe specific campuses, support programs and transfer eligibility.

Campuses identified for federal improvement support

1

2026 TEA list

Campuses on the final PEG transfer list

0

2026–27 school year

Selected comparison percentages describe how common each dated campus notice is across reporting charter school systems in that group. They are neutral prevalence context; changing the comparison never changes a campus's official status.

Sources: TEA's 2026 Schools Identified for Improvement and Public Education Grant program, fetched 24 August 2026. A PEG listing makes a student assigned to that campus eligible to request a transfer; it does not guarantee acceptance, available space or transportation.

5 years of ratings

Follow the solid line to see how this charter school system 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 B with 83 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 Achievement55 F−17.6 vs similar economic context · 69 reporting
• School Progress60 D−18.4 vs similar economic context · 69 reporting
• Closing the Gaps66 D−8.5 vs similar economic context · 68 reporting
• Academic Growth60 D−12.7 vs similar economic context · 67 reporting
• Relative Performance57 F−19.5 vs similar economic context · 68 reporting

• Two Dimensions Preparatory Academy
• Similar economic-disadvantage rate (69 in cohort)

Closest to moving up: Closing the Gaps, 4 points below C in that domain — the nearest of the measures that count toward the overall rating.

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 charter school system that better measure is School Progress (60), so Student Achievement (55) is published above but does not enter the overall score at all — gaining points there changes nothing until it passes 60.

Student outcomes

STAAR performance

• Approaches grade level
• Meets grade level
• Masters grade level
• Tick: Similar economic-disadvantage rate (69 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 charter school systems with a similar economic-disadvantage rate — a comparison TEA does not publish.

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

Who this charter school system serves

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

Students

342

Economically disadvantaged

90.9%+0.9 pts vs similar economic context

English learners

1.8%−36.0 pts vs similar economic context

Special education

6.1%−7.7 pts vs similar economic context

Attendance

94.2%+1.6 pts vs similar economic context

Chronically absent

19.7%−5.0 pts vs similar economic context

Student demographics

Two Dimensions Preparatory Academy

• African American 95.6%
• Hispanic 4.1%
• American Indian 0.3%

Student counts behind the percentages

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

Students in this TEA accountability summary

342

Economically disadvantaged students

311

Emergent bilingual students

6

Special education students

21

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 342 students in 2025–26, a decrease of 63 (15.6%) from 2024–25.

Latest enrollment

342

2025–26

Change from 2024–25

−63

Decrease · −15.6%

Change since 2021–22

−97

Decrease · −22.1%

The selected comparison column is the average enrollment among reporting charter school systems in that group. It changes with the comparison control; this charter school system'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.

Students entering this charter system

How many students live in a geographic school district and attend this charter system. These are movement counts, not a quality rating.

Transfers in

342

Live in a geographic district; attend this charter system · 2025–26

TEA does not publish a transfers-out total or a resident population for this charter system. A charter system is not a geographic attendance boundary, so a net transfer balance cannot be calculated and this page does not label the system a transfer gainer or loser.

Selected comparison figures are average reported transfer-in counts among charter systems, not rates; system size affects them. They provide scale context and are not a performance judgment. This charter system’s official total does not change when the comparison does.

Source: TEA Student Transfer Reports, fetched 24 August 2026. The total and origin rows are TEA’s published charter-system figures; this site does not add masked detail cells. A transfer-in count does not say why a family chose the charter or whether one school is better.

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

21

4.7% of cumulative year-end enrollment

Disciplinary actions

24

5.35 per 100 students

Cumulative year-end enrollment

449

2024–25

Selected comparisons use rates, not raw counts, so differently sized charter school systems can be read on the same basis. Each average uses only group members for which TEA reported that rate; this charter school system'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.

2 schools in this charter school system

The selected comparison is a neutral average charter school system size. This charter school system's school count and school-type mix remain its own facts.

Elementary

2

Spending per student

The selected txschools.net comparison changes with the page-wide control. TEA's own peer group and statewide reference stay visible as separately published, fixed TEA references.

• Two Dimensions Preparatory Academy
• TEA peer group
• Texas average
• Selected comparison: Similar economic-disadvantage rate

This charter school system spends $13,744 less per student than TEA's peer group, and $6,787 less per student than the state average.

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

Average salary

$60,194−$4,442 vs similar economic context

Teachers

19−146.9 vs similar economic context

Students per staff member

18.3+2.0 vs similar economic context

Teaching experience

Two Dimensions Preparatory Academy

• 1 to 5 years 48.1%
• 6 to 10 years 20.3%
• 11 to 20 years 26.2%
• 21 to 30 years 5.3%

Teacher turnover over time

TEA reported a 37.1% teacher turnover rate in 2024–25.

TEA defines this charter school system rate as the share of teacher full-time equivalents from the prior fall who are not employed as teachers in the charter school system in the current fall. That can include leaving the charter school system or remaining in a different role; it is not a campus-level measure. The comparison average changes with the selected group; this charter school system's reported rate does not.

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

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.

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