TexasSchoolsROSIE SORRELLS EDUCATION AND SOCIAL SERVICES H S

ROSIE SORRELLS EDUCATION AND SOCIAL SERVICES H S

PublicRegularGrades 912
DALLAS, Texas · DALLAS ISD
SCHOOL SNAPSHOT
Students171
Student:Teacher10.1:1
Free/Reduced Lunch77%
Title INo

Key Indicators

At-a-glance snapshot, compared to state averages where available

State avg: 522
171
Total Enrollment
State avg: 67%
77%+10pp
Free/Reduced Lunch
10.1:1
Student : Teacher
Public
Sector
No
Title I
District
Governance
9–12
Grade Span
High
Level

Overview

ROSIE SORRELLS EDUCATION AND SOCIAL SERVICES H S is a public high serving grades 9–12 in DALLAS, Texas. The school enrolls 171 students. It is part of the DALLAS ISD district.

Source: NCES CCD (2023)

Strengths & Things to Consider

Indicators pulled from NCES CCD and benchmarked against Texas state averages. This is not a ranking — different families value different things.

Strengths

Smaller-than-average class sizes
10.1:1 student-to-teacher ratio (US average ≈ 16:1)

Things to Consider

Higher share of students from low-income families
77% free/reduced-lunch eligibility — schools in this range benefit from strong parent engagement programs
No official school website listed in our source data
This is a data-completeness gap, not a reflection of the school

Key Facts

SectorPublic
School TypeRegular
LevelHigh
Grade Span9–12
DistrictDALLAS ISD
County48113
CityDALLAS
ZIP75203
CharterNo
MagnetNo
Title INo
NCES School ID481623005441

Student Demographics

Total Enrollment171
White0.4%
Hispanic / Latino75.1%
Black / African American0.0%
Asian20.7%
American Indian / Alaska Native3.0%
Native Hawaiian / Pacific Islander0.0%
Two or More Races0.8%

Race / Ethnicity Distribution

White
0.4%
Hispanic
75.1%
Black
0.0%
Asian
20.7%
Two+
0.8%
Source: NCES CCD (2023)

Equity & Title I

In the United States, Free/Reduced Lunch (FRL) eligibility is the primary federal proxy for student poverty. Schools with 40% or more FRL-eligible students typically qualify for Title I school-wide programs.

FRL %77%
State Avg67%
Title INo
Source: NCES CCD (2023)