Serving 134 students in grades 6-8, Emilio B. Huyke ranks in the bottom 50% of all schools in Puerto Rico for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math was ≤5% (which was lower than the Puerto Rico state average of 36%). The percentage of students achieving proficiency in reading/language arts was 15-19% (which was lower than the Puerto Rico state average of 48%).
The student:teacher ratio of 15:1 was higher than the Puerto Rico state level of 10:1.
School Overview
Grades Offered
Grades 6-8
Total Students
134 students
Gender %
Total Classroom Teachers
9 teachers
Students by Grade
School Rankings
Math Test Scores (% Proficient)
(16-17)≤5%
36%
Reading/Language Arts Test Scores (% Proficient)
(16-17)15-19%
48%
Student : Teacher Ratio
15:1
10:1
American Indian
n/a
n/a
Asian
n/a
n/a
Hispanic
100%
100%
Black
n/a
n/a
White
n/a
n/a
Hawaiian
n/a
n/a
Two or more races
n/a
n/a
All Ethnic Groups
Eligible for Free Lunch
7%
85%
Eligible for Reduced Lunch
84%
7%
School Statewide Testing
School District Name
Source: National Center for Education Statistics (NCES), PR Dept. of Education
Frequently Asked Questions
What percent of students have achieved state testing proficiency in math and reading?
≤5% of students have achieved math proficiency (compared to the 36% PR state average), while 15-19% of students have achieved reading proficiency (compared to the 48% PR state average).
How many students attend Emilio B. Huyke?
134 students attend Emilio B. Huyke.
What is the racial composition of the student body?
100% of Emilio B. Huyke students are Hispanic.
What is the student:teacher ratio of Emilio B. Huyke?
Emilio B. Huyke has a student ration of 15:1, which is higher than the Puerto Rico state average of 10:1.
What grades does Emilio B. Huyke offer ?
Emilio B. Huyke offers enrollment in grades 6-8
What school district is Emilio B. Huyke part of?
Emilio B. Huyke is part of Puerto Rico Department Of Education School District.
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