TexasSchoolsWORTHING H S

WORTHING H S

PublicRegular
HOUSTON, Texas · HOUSTON ISD
Students831enrolled
FRL95%Free/Reduced Lunch
Ratio11.4:1students:teacher
LevelHigh9–12
SCHOOL SNAPSHOT
Students831
Grade Span9–12
Student:Teacher11.4:1
Free/Reduced Lunch95%
Title INo
SectorPublic

Key Indicators

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

State avg: 522
831
Total Enrollment
State avg: 67%
95%+28.1pp
Free/Reduced Lunch
11.4:1
Student : Teacher
Public
Sector
No
Title I
District
Governance
9–12
Grade Span
High
Level

Overview

WORTHING H S is a public high serving grades 9–12 in HOUSTON, Texas. The school enrolls 831 students. It is part of the HOUSTON 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
11.4:1 student-to-teacher ratio (US average ≈ 16:1)

Things to Consider

Higher share of students from low-income families
95% 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
DistrictHOUSTON ISD
County48201
CityHOUSTON
ZIP77051
CharterNo
MagnetNo
Title INo
NCES School ID482364002619

Student Demographics

Total Enrollment831
White0.2%
Hispanic / Latino26.7%
Black / African American0.2%
Asian71.4%
American Indian / Alaska Native1.0%
Native Hawaiian / Pacific Islander0.0%
Two or More Races0.4%

Race / Ethnicity Distribution

White
0.2%
Hispanic
26.7%
Black
0.2%
Asian
71.4%
Two+
0.4%
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 %95%
State Avg67%
Title INo
Source: NCES CCD (2023)