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San Antonio, Texas 78212
210-554-2510 (phone)
210-228-3106 (fax)


State Compensatory Education (SCE) is a program designed to supplement the regular education program by providing compensatory, intensive, or accelerated instruction for students identified as at risk of dropping out of school.  Students become eligible for the program when they qualify for one or more of the state’s 15 criteria under Section 29.081 of the Texas Education Code (TEC). 


The SCE Program will provide challenging and meaningful instruction which will improve and increase the academic achievement of students through direct instructional services, reduce any disparity in performance on assessment instruments, close the gap on the rate of high school completion, and reduce the dropout rate between at-risk students and all other students in the district.

Use of Funds

State compensatory education funds must be used to provide support programs and/or services that supplement the regular education program (foundation curriculum) so that students at risk of dropping out of school can succeed in school. Any program activity, program personnel, or program materials required by federal law, state law or State Board of Education rule may not be funded through the SCE fund source. The services must be part of delivery of academic instruction supplemental to the regular program and must be reflected in the comprehensive needs assessment of the DIP and each CIP.


SCE Programs in SAISD

  • SCE Teachers

  • Instructional Intervention Teachers

  • Counselors

  • Alternative Education Programs;

  • Tutorials;

  • Class size reduction teachers;

  • Computer-assisted instruction;

  • School Success Initiative Teachers

  • Specialized staff development to train personnel who are working with students at risk of dropping out of school;

  • Specialized reading and math materials;

  • Specialized reading and math programs;

  • STAAR remediation;

  • Individualized instruction;

  • Accelerated instruction; and

  • Extended day, week, or year.

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