Wayside Schools

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

2

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 Achievement69 D−4.2 vs similar economic context · 64 reporting
• School Progress72 C−6.6 vs similar economic context · 64 reporting
• Closing the Gaps81 B+6.2 vs similar economic context · 63 reporting
• Academic Growth70 C−2.0 vs similar economic context · 62 reporting
• Relative Performance72 C−4.7 vs similar economic context · 63 reporting

• Wayside Schools
• Similar economic-disadvantage rate (64 in cohort)

Closest to moving up: School Progress, 8 points below B 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 (72), so Student Achievement (69) is published above but does not enter the overall score at all — gaining points there changes nothing until it passes 72.

Student outcomes

STAAR performance

• Approaches grade level
• Meets grade level
• Masters grade level
• Tick: Similar economic-disadvantage rate (64 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.

Graduation

Four-Year

90.9%+14.2 pts vs similar economic context average for charter school systems with a similar economic-disadvantage rate · 28 rated charter school systems reporting

Five-Year

97.1%+25.1 pts vs similar economic context average for charter school systems with a similar economic-disadvantage rate · 28 rated charter school systems reporting

Six-Year

93.5%+21.1 pts vs similar economic context average for charter school systems with a similar economic-disadvantage rate · 28 rated charter school systems reporting

Dropout Rate

0.8%−0.2 pts vs similar economic context average for charter school systems with a similar economic-disadvantage rate · 28 rated charter school systems reporting

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

College, career and military readiness

Total credit for CCMR criteria

74.0%−0.6 pts vs similar economic context

Every row is a share of this charter school system's graduates, and every row is a way of meeting CCMR — so on every row, a bigger share is better. Difference is this charter school system minus the average for charter school systems 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 charter school system 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 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.

After high school: the following fall

Where district 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

33

Class of 2023–24

Enrolled in Texas public higher education

13

39.4% of graduates

Not found in Texas public higher-ed records

17

51.5% of graduates

Not trackable

3

Fall 2024

Most common named Texas public destinations

1. AUSTIN COMMUNITY COLLEGE (012015)6

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 charter school system serves

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

Students

1,923

Economically disadvantaged

85.3%−0.6 pts vs similar economic context

English learners

51.7%+18.0 pts vs similar economic context

Special education

17.7%+3.4 pts vs similar economic context

Attendance

94.3%+2.2 pts vs similar economic context

Chronically absent

15.9%−10.8 pts vs similar economic context

Student demographics

Wayside Schools

• African American 4.6%
• Hispanic 85.8%
• White 6%
• American Indian 0.3%
• Asian 0.8%
• Pacific Islander 0.1%
• Two or More Races 2.4%

Student counts behind the percentages

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

Students in this TEA accountability summary

1,923

Economically disadvantaged students

1,640

Emergent bilingual students

995

Special education students

340

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 1,923 students in 2025–26, an increase of 136 (7.6%) from 2024–25.

Latest enrollment

1,923

2025–26

Change from 2024–25

+136

Increase · +7.6%

Change since 2021–22

+280

Increase · +17.0%

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

1,923

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

131

6.7% of cumulative year-end enrollment

Disciplinary actions

207

10.55 per 100 students

Cumulative year-end enrollment

1,962

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.

4 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

3

K-12

1

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.

• Wayside Schools
• TEA peer group
• Texas average
• Selected comparison: Similar economic-disadvantage rate

This charter school system spends $5,511 less per student than TEA's peer group, and $4,993 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

$65,099+$134 vs similar economic context

Teachers

105−96.0 vs similar economic context

Students per staff member

18.4+2.0 vs similar economic context

Teaching experience

Wayside Schools

• Beginning 11.2%
• 1 to 5 years 51.2%
• 6 to 10 years 20.6%
• 11 to 20 years 11.5%
• 21 to 30 years 5.2%
• Over 30 years 0.5%

Teacher turnover over time

TEA reported a 39.4% 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 charter school system ranks best

Out of 120 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 charter school system 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 charter school system; any tie that does appear is labeled. Every ranking this site publishes, including the ones no charter school system 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.

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